Discriminatory gender norms that shape the dominance of men and the subservience of women and the perpetuation of these norms through violence are found in some form in many cultures. Gender inequality and the prevalence of violence against women in society exacerbate the problem. Similarly, social norms that support the authority of teachers over children may legitimise the use of violence to maintain discipline and control.^[4]

The pressure to conform to dominant gender norms is also high.^[5] Young people who cannot or who choose not to conform to these norms are often punished for this through violence and bullying at school.^[4]

Schools themselves can "teach" children to be violent through discriminatory practices, curricula and textbooks. If unchecked, gender discrimination and power imbalances in schools can encourage attitudes and practices that subjugate children, uphold unequal gender norms and tolerate violence, including corporal punishment.^[4]

Some attribute part of the cause of bullying to the atmosphere in which it occurs. Thornberg and Knutsen state in their study, "School attributing refers to attributing the cause of bullying to the school setting." They say that school attributing has two subcategories which are "boredom in school" and "poor antibullying practices". Boredom in school involves a student who does not have anything else to do other than bully. Poor antibullying practices may include teachers and staff not caring enough to intervene, or a school not having enough teachers for students. This may lead to the students feeling unwanted or unimportant due to the lack of care from the school's staff.^[6]

Schools and the education system also operate within the context of wider social and structural factors and may reflect and reproduce environments that do not protect children and adolescents from violence and bullying. For example, physical and sexual violence may be more prevalent in schools in contexts where it is also more prevalent in wider society. Studies suggest that sexual violence and harassment of girls is worse in schools where other forms of violence are prevalent, and in conflict and emergency contexts,^[7] and that gang violence is more common in schools where gangs, weapons and drugs are part of the local culture.^[4]

In their paper "Predicting Bullying: Exploring the Contributions of Childhood Negative Life Experiences in Predicting Adolescent Bullying Behavior," Connell, Morris and Piquero identify three primary aspects of a child's life- family, school and peers- as major indicators to whether or not that child exhibits behavior akin to bullying.^[8]

Prevention at school