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Şevval Çelik

Serap Altun

Esra Cihan

Gizem Dane

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I watched this Korean drama recently. It's about bullying and its consequences. I assure you, it's worth watching.

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Trailer | BIFF2022 약한영웅 Class 1 Weak Hero Class 1 | 온 스크린

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A video about bullying in schools by UNESCO

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A video about bullying in schools by UNESCO

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Together against school bullying (long version)

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From the perspective of a possible school shooter

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From the perspective of a possible school shooter

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Man who said he was 'almost a school shooter' reveals what stopped him

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Why are we still trying to prevent bullying even though most of us acknowledge that bullying exists in most schools?

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Why are we still trying to prevent bullying even though most of us acknowledge that bullying exists in most schools?

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There are many reasons why we are still trying to prevent bullying and why we are incapable of doing so. First of all, some families do not care about bullying enough. They say that it is just kids playing and there is no need to dramatize such situations. We should make sure that every parent is aware of the situation and that they are teaching their children how to act in a bullying scenario. Secondly, the ones who could intervene in the situation and the ones who could help to make it better are the educators. Unfortunately without any education, it might be hard for them to recognize such acts.’ It is important and necessary that educators better understand what bullying is. More specifically, educators need to learn how bullying can be detected in their settings.(Strohmeier and Noam, 2012) Lastly, the students do not know how to handle bullies. To spread awareness among students, schools should start prevention programs that could educate their students about the topic.

References:

Strohmeier, D., & Noam, G. G. (2012). Bullying in schools: What is the problem, and how can educators solve it?. New Directions for Youth Development, 2012(133), 7-13.

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Who is the most influential one in preventing bullying?

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Who is the most influential one in preventing bullying?

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Parents and educators are the most influential when the topic is bullying. Those who could teach the children what is bullying and how to act when they are being bullied are bullies or when they are witnessing bullying in the environment that they are in. That is why preventing bullying and spreading awareness is parents’ and educators’ duty. They have the power to shape young people's minds.

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Are school shootings an outcome of bullying?

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Are school shootings an outcome of bullying?

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School shootings are a big issue in the US and research shows that bullying is one of the main causes of school shootings. ‘The Safe Schools Initiative Report also suggested that 71% of the attackers were victims of bullying.’(Paolini,2015) When there is a such high number and a proven relationship between these two aspects schools should be beware of the dangers that bullying could cause. Victims of bullying and outcasted students try to find a way to make their pain inflict on others through these violent acts. It is on schools hands to make these students feel understood.

References:
Paolini, A. (2015). School shootings and student mental health: Role of the school counselor in mitigating violence. Vistas Online, 90, 1-15.

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As an educator how can we prevent bullies?

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As an educator how can we prevent bullies?

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Teaching kindness and empathy is one of the keys to prevent this situation. If a student can see or/and understand problems from different perspectives they are less likely to be bullies. As teachers in the classrooms, we should teach them to accept their differences as well as each other's.
Building a positive school climate is one of the other keys. In order to create this environment we must know what is happening inside our classroom. Many researchers say that students report that their teachers often fail to catch bullying and help students. So as to build a positive environment we have to be the leaders of the classroom.
Bad behavior is always outstanding but ignoring a good one should be avoided. Rewarding positive behavior is encouraging students to perform positive actions toward their peers.
References
https://lesley.edu/article/6-ways-educators-can-prevent-bullying-in-schools
https://greatergood.berkeley.edu/article/item/what_are_the_best_ways_to_prevent_bullying_in_schools
https://www.crisisprevention.com/Blog/10-Ways-to-Help-Reduce-Bullying-in-Schools

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According to the National Center of Education, as of 2016 more than 20 percent of students reported being bullied.

It's a staggering statistic; especially considering the many ways bullying can affect students' wellbeing. Targeted children often suffer from poor performance in school, sleep issues, anxiety, and depression. And let's not forget the students doing the bullying-they're at a much higher risk for a whole host of issues that could extend into adulthood, ranging from violent behavior to substance abuse.

As an educator, what can do you to make an impact? How can you create a classroom climate that prevents bullying, but also put interventions in place that stop the behavior in its beginning stages? We talked to experts in education and mental health counseling to come up with these six strategies.

1. Teach kindness and empathy.

When students are able to approach ideas and problems from multiple perspectives, they're less likely to bully others.

From the earliest ages, students should participate in activities that boost social-emotional learning. As a teacher, find ways to help children understand and appreciate their identity as well as others'. To do this requires empathy and kindness, two skills that educators like Susan Patterson, who leads a cyberbullying course at Lesley University, believe can be taught.

"Empathy is the ability to put yourself in someone else's shoes, and teachers need to embed this skill into their curriculum," says Patterson. "We need to do identity work with children early on so that kids know who they are and who everybody else is and what their place is in the world."

One way to do this is to have kids get together and talk about their differences. Allow them to practice conflict resolution, work through problems, and build their understanding of those around them.

2. Create opportunities for connection.

Fostering a sense of community in your classroom can lower bullying incidents and facilitate healing for targeted students.

Research shows that when targeted students feel connected to peers, they're better able to cope with being bullied. Studies also indicate that teaching students to speak up when they witness bullying behavior, and to take a stand against it, can reduce future bullying situations by more than 50 percent.

"It's all about connection," says Nancy Beardall, who created and implemented a bullying prevention curriculum in Newton Public Schools. "When students feel connected to their peers, their school, and their community, they do better."

In the classroom, start by creating a safe place for students to express themselves and feel heard. Cultivate students' abilities to advocate on behalf of themselves as well as others. Outside of the classroom, facilitate opportunities for positive reinforcement by helping students get involved in afterschool activities that align with their hobbies and interests.

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6 Ways Educators Can Prevent Bullying in Schools

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Think about your classroom. Now picture your students. Chances are that one out of every five has been bullied. As an educator, what can you do about it? We talked to experts in education and mental health counseling to come up with these six bullying prevention strategies.

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What kind of students are more likely to become bullies?

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What kind of students are more likely to become bullies?

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Cook said that bullies usually have negative thoughts and beliefs toward themselves and others and they have trouble with problem-solving with others or/and academically. In a  research, they found out that age played an important role. Younger bullies were more defiant, aggressive, and disruptive, whereas older bullies were more withdrawn, depressed, and anxious. Younger bullies were not as bothered by rejection and being unpopular as were older bullies.

Click here for more information

References
“Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation,” Clayton R. Cook, PhD, Louisiana State University; Kirk R. William, PhD, Nancy G. Guerra, EdD, Tia E. Kim, PhD, and Shelly Sadek, MA, University of California, Riverside; School Psychology Quarterly, Vol. 25, No.2.

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First of all, we should not perform acts that we don't want our students to act out. We have to be aware of our actions.
The choice of words is also important. Labeling students as "bulliers" means that their behavior can not be changed over time and may lead them to feel helpless.
Help students to understand "why they shouldn't do" instead of "what they can't do".
Teachers often put their focus on the victims only. This behavior is enervating when the bully is ignored.

Click here for more information

References
Charles Burt, Works at Central High School

Published: 10/25/2017

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Many of the researches show that bullying is evolve in childhood. Traumas and difficulties that bullies have gone through may have been the reason for this act. Besides, a study has been made by researchers from the University of Cordoba Izabela Zych and Vicente J. Llorente, together with Manuel P. Eisner, David P. Farrington, and Maria M. Ttofi from the University of Cambridge and Denis Ribeaud from the University of Zurich. In this study, the age group's specific bullying behaviors were identified by this team, along with how teenagers either continue to engage in bullying or, on the other hand, manage to get away from it before reaching adulthood. The study stated that nearly 15% of the participants in the study had been involved in bullying during their teenage years, that is at ages 11, 13, 15, and 17. However, it is also shown that as teenagers grow older, the percentages of bullies and victims decreased. In that case, it can be stated that most adolescents involve bullying, either being the bully, victim, or both. But as time goes on, this type of activity declines.

Click here for further information.

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Why are we still trying to prevent bullying even though most of us acknowledge that bullying exists in most schools?

Who is the most influential one in preventing bullying?

Are school shootings an outcome of bullying?

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As an educator how can we prevent bullies?

What kind of students are more likely to become bullies?

How should we approach bullying?

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Is there a link between age and bullying?

What precautions should parents take?

Why do students bully each other at school?

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How bullying in school affects you later on in your life?

What are the characteristics of victims?

Is there any relation between bullying and gender? Which gender is getting bullied more?

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Most of the research shows that to stop bullying, parents should spend time with their children. It is essential for children to feel free to speak about bullying with their parents. To achieve this, parents should speak to their children and warn them about bullying. They need to know that bullying is a crime and not be tolerated.
Another thing, it’s vital not to blame them. Children should know being bullied is not their fault. Similarly, being the bully can be the consequence of many things. In that case, the parents of the bully must speak and learn about the reasons laying behind that kind of act. In both cases, children should not be blamed or ignored.
Still, there would be some kids who struggle to speak with their parents about it. In that situation, parents should think about directing their kids to a psychologist, school counselor, or other mental health services.

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First of all, bullying at schools is a common issue that at least most of the students face during their education years.

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This type of bullying involves physical contact. However, some of the things may not seem like physical contact although they are. For example, as well as hitting, kicking, and pushing; damage to the property also counts as physical bullying.

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Social bullying happens against to people’ s social reputation or social relationship. These can be gossiping, excluding the person, etc. People getting social bullying often ends up with the feelings like low self-esteem and confidence, frusturation which also might lead to aggression.

Students sometimes are not aware of social bullying, and without realising, they may become low self-esteemed people in life.

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Peer bullying could be explained as one or more children choosing a target because of any specific reason(they might find the victim weak or vulnerable) they think that makes sense.

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This type of bullying is students' psychological violence against their peers and includes hurting or badly influencing their peer's psychological health.

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There are some reasons for bullying which can differ from person to person. However, they can be divided into several groups:

1. Power and Popularity: According to some students, it is essential to be in control and appreciated at school. In this case, popular students can do everything to keep this position in their hands. Unfortunately, bullying is one of them.

2. Pressure: In terms of dealing with pressure, some students may express themselves with anger. This pressure can come from family or friends. If a student has never been taught how to deal with pressure, bullying others may seem like a solution for them.

3. Being Bullied: In some cases, bullies may have experienced bullying. They may have been bullied at home, by their neighbors, or at their previous school. Being a bully, in such situations, may seem like the only way to get out of being bullied.

4. Untaught: Sometimes, children might have some difficulties communicating with others. They might have been never taught how to communicate or how to respect others’ boundaries. In such cases, children may not be understood by others. Therefore, they may start to express themselves with rage.

5. Pleasure: Bullying is one of the entertainment choices for some kids. Sometimes, kids may bully others only to spice up their life with excitement. In such cases, bullies make offensive jokes and find them funny.

Besides the things mentioned above, there can be numerous reasons that lay behind bullying behavior. The background of the bully should also be considered while determining the reasons.

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With the improving technology, cyberbullying has become a part of bullying at schools. This mainly occurs through social media, such as Instagram, Facebook, Snapchat, etc. Even though these social media platforms are not directly a part of the classroom/school context, they are a part of the student’s lives; therefore, it is inevitable to consider cyberbullying as a part of bullying in school.

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Schools are considered to be safe and friendly environments in which students interact with one another in harmony. This kind of environment is needed for the improvement of the student’s learning. However, bullying, even the slightest one, ruins this ‘image’ of schools; thus, ending in a nightmare for the students who are getting bullied. These students may not want to participate in classes, or even worse the bullying they get in their school years may affect them later on in their lives psychologically.
- Photo is taken from here -

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Verbal bullying contains verbal language use with acts such as insults, name-calling, mocking, and teasing.
Verbal bullying is not limited to a certain place or certain age group. It can be seen in schools, workplaces, homes etc.
Even though verbal bullying does not give the victim visible damage it could hunt the victim lifelong.

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Some Kids Do Not Even Know They Are Being Bullied by Their 'Friends'

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Some Kids Do Not Even Know They Are Being Bullied by Their 'Friends'

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Some children might not understand that they are being bullied because they might be thinking that what is considered bullying is just jokes that their friends do.
We must make children sure that bullying is more than physical acts of violence. It could take any form of communication to occur.

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Although we watched, we remained silent.

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Although we watched, we remained silent.

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It has been shown by the media that bullying is a serious issue. It can cause severe mental and physical problems. However, most people still act like they don't aware of the severity of the bullying. There are many series or movies about bullying at school, but there are still no precautions or education.

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Although it is hard to believe, we can see teachers who bully their students at school. For example, when I was a student my PE teacher used to bully me psychologically based on my appearance. She used to bully my classmates physically too. It is a known fact that violence both physical and psychological traumatizes people.

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Bullying is a consequential problem. Overcoming bullying can differ from person to person. Some may react and fight to bully, some may be affected psychologically, and unfortunately, some may despair and commit suicide. Remember: Any form of bullying (physical, cyber, emotional, sexual, etc.) can lead the victim to depression and anxiety which can contribute to suicidal behaviors.

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How bullying in school affects you later on in your life?

Bullying in schools surely affects children in their adolescent years. However, unlike what everyone would think, victims are not the only ones that are getting affected. Bullies are also getting affected by the bullying they participate in. Though, the effects are different.

Victims

Victims of bullying in school are getting affected both physically and mentally. In terms of physical problems they have, they are found to be more likely to suffer from common problems such as colds, headaches, stomach aches or sleeping problems, and they are more apt to start smoking (Gini & Pozzoli, 2009; as cited in Wolke & Lereya, 2015). Another thing side that they are getting affected is that psychological issues. They are found to have internalised problems and; therefore, increased risk of self-harm or increased suicidal thoughts in their adolescent years (Lereya et al., 2013; as cited in Wolke & Lereya, 2015). This also means that they are having self-esteem problems as well as loneliness.

Bullies

Bullies are found to get affected by bullying in regard to social relationships and substance use. Firstly, bullies are claimed to have trouble in their social relationships such as romantic/friendly relations or even professional relations (Wolke & Lereya, 2015). They are not successful in their communication thanks to their old habits, bullying. Moreover, research suggested that the chances of their illegal drug and tobacco use were higher than those of non-bully people (Wolke & Lereya, 2015).

REFERENCES

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of disease in childhood, 100(9), 879-885.

Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.

Lereya, S. T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child abuse & neglect, 37(12), 1091-1108.

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What are the characteristics of victims?

Victims are the ones standing out with their differences in a group/class. Reasons for getting bullied, or in other words, for being a victim can be categorized as ethnicity/religion, special educational needs, disabilities, social position, family structure, changing schools, etc (Green et al., 2010). In each category, the ‘different’ ones were the ones getting bullied. For example, in terms of ethnicity, minor ethnic groups are more likely to get bullied. Or else, in terms of disabilities, students who are ‘using glasses’ are more likely to get bullied since they differ.

Moreover, according to Olweus (1973, 1978), there are two types of victims which are ‘the passive victim’ and ‘the provocative victim’. It is said that 'the passive victims' are more likely to be alone in school, and they do not behave aggressively against bullying. They are mostly the ones that had been overprotected by their families, especially by their mothers. In addition, they have low self-esteem since they believe that bullies choose them to bully due to their physical weakness. The other type, 'the provocative victim' is likely to be aggressive and assertive against the bullies.

REFERENCES

Green, R., Collingwood, A. & Ross, A., (2010). Characteristics of bullying victims in schools.

Olweus, D. (1973). Personality and aggression. In J. K. Coie & D. D. Jensen (Eds.), Nebraska symposium on motivation, 1972 (pp. 261-321). Lincoln: University of Nebraska Press.

Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. New York: Wiley.

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Is there any relation between bullying and gender? Which gender is getting bullied more?

There are differences in terms of bullying in accordance with gender. According to many research, boys are found to be getting bullied more than girls (Kepenekci & Çınkır, 2006; Kartal, 2009; Tural Hesapcioglu & Tural, 2018). However, this does not mean that girls aren’t getting bullied. In addition, gender factors also changed bullying types. Although, physical bullying and verbal bullying are the most common bullying types among both genders. Boys are found to be involved in physical bullying such as kicking-slapping, assault with a knife, and rude physical jokes, while girls are involved in physical bullying like pulling ears and hair.  (Kepenekci & Çınkır, 2006)
Moreover, it also claimed that bullies are also more likely to be boys rather than girls (see Kartal, 2009, for further explanation).

REFERENCES

Kepenekci, Y. K., & Çınkır, Ş. (2006). Bullying among Turkish high school students. Child Abuse & Neglect, 30(2), 193–204. https://doi.org/10.1016/j.chiabu.2005.10.005

Kartal, H. (2009). The ratio of bullying and victimization among Turkish elementary school students and its relationship to gender and grade level. Journal of Social Sciences, 20(2), 109–119. https://doi.org/10.1080/09718923.2009.11892729

Tural Hesapcioglu, S., & Tural, M. K. (2018). Prevalence of peer bullying in secondary education and its relation with high school entrance scores. Dusunen Adam: The Journal of Psychiatry and Neurological Sciences, 31(4), 347–355. https://doi.org/10.5350/dajpn2018310403