Curbing Bullying in Learning Institutions

CurbingBullying in Learning Institutions

CurbingBullying in Learning Institutions

Bullyinghas been a matter that has been difficult to eliminate in schools.The activity itself is a discipline concern that interferes with thelearning and teaching process. It has regularly received attentionfrom guardians who are concerned that such action can escalate intoaltercations, which at times have led to severe injury or even lossof life. The case study attempts to collect extensive informationabout bullying elements in schools. Extensive interviews conductedtowards thirty students, was found that bullying emanated frompersonality factors such as elements of racism, the influence ofothers, fun, irritability, ego, and revenge.

HistoricalPhilosophy

Bullyingcan be defined as a way of handling people roughly with the aim ofdisplaying one’s strength. Indirectly, the victims of bullying feelweak and fearfully respect the perpetrators. Bullying is a violentbehavior, which can either be psychological or physical, executedcontinually with an aim of making the victim feel uncomfortable,isolated, and insecure around the bullies. According to Pinkett(2014), bullying can be classified into two types, indirect anddirect. Direct bullying or physical bullying involves physicalcontact such as pinching, pushing, slapping, threatening, or kickingto bring harm to the victims.

Indirectbullying also referred to as mental bullying is carried out throughteasing, insults, and torments that affect the victim bothemotionally and psychologically. While the latter receives little orno attention, both classifications are very dangerous as they affectthe social and emotional development of a learner. There is a broadview that considers verbal bullying as a common trait of childhood.In a survey conducted shows about 165,000 students, each day areafraid to attend classes for dread of being bullied. In contrast,researchers found that victims of bullying develop issues later on inlife (Pinkett, 2014).

ProblemAreas

SchoolEnvironment and Culture: Bullyinghas been known to cause high levels of stress, low self-esteem,anxiety, and depression, which influences school environment too(Pinkett, 2014). Pinkett expressed” the best way to curb bullyingis to facilitate a positive school environment where a mutual respectbetween students is encouraged” (2014). An existing healthy schoolenvironment habitually creates a favorable relationship amongstudents. The school environment is defined as the character andquality of school life, which embraces teaching and learning.Institutions mandated with the affairs of overseeing schools defineschool climate as, expectations, values, and norms that enhancephysical, emotion, and social feelings of the stakeholders. Learninginstitutions may identify culture and environment in many diverseways.

Whenthis is the situation, there is not a consistent expectation of whatis probable when teachers and student enter the learning environment.Although disparities occur in defining school climate an explanationthat stands out is the quality and character of the philosophy orschool culture of the environment (Pinkett, 2014). Several levelsincorporate providing for a school culture and environment that willreap benefits the school community needs. Researchers haveadditionally conceptualized the school environment as havingdifferent measurements of physical resources, teaching relationshipsand safety elaborating consistency and clarity with rules. Inretrospect, if students notice the school environment as positive,the probability of forceful conduct being demonstrated will bereduced (Pinkett, 2014). This is a necessary exercise that schoolsmust abide by to curb acts of mistreatment successfully.

RelatingSchool Environment and Culture to Bullying: Tosuccessfully defuse bullying in schools it should be combined withimproving the general school environment (Pinkett, 2014). The termsschool culture and school environment frequently interchange as theyrelate to the behavior of students and teachers in the schoolsetting. Pinkett (2014) defined it this way: The shared ideas reflectthe school culture beliefs, values, and assumptions that give aninstitution its benchmark for expected behaviors and uniqueness.Whereas the school environment reflects the psychological andphysical aspects of the school, which are more prone to modificationand, which provide the prerequisites necessary for learning andteaching to transpire. Bullying can occur in several settings such asalienation, online, and the school. In almost all cases it takesplace in areas where there is minimum adult supervision like the busstops, cafeterias, restrooms, or hallways and in some instances inclassrooms.

Studiesshow that if the focus on bullying prevention strategies and programsare apart and separate or dissimilar from school environmentimprovement determinations, then it is not surprising that spitefulbehaviors including harassment and intimidation continue. Thecontinued deviation between school personnel and students, in theacademic environment, is another dimension that awareness of thecruelty of bullying is not acknowledged. When there is a lack ofknowledge by teachers of the existing problem, this will likelyresult in a lack of intervention. Schools deemed to have favorableschool environment have been associated with higher studentpsychological well-being, commitment, and academic motivation. Aplace of work where there is a beneficial peer relationship, withunimpeded communication, and robust teacher-student relations,translate to better student accomplishment and resilient classroommanagement.

Obstaclesto Preventing School Bullying: Sinceteachers are the caretakers of what happens in classrooms and areinvolved in nurturing a progressive or regressive school culture, itis crucial that schools actively educate students and parents aboutbullying to discourage and lessen the prevalence of the occurrences(Pinkett, 2014). At times schools undervalue the mean behavior andeffect minor impudence has on students and treats it as a stage inlife. A dissertation about the perception of teachers on effectivebullying intervention shows challenges encountered in handlingbullying incidences. For successful reduction or prevention to ensue,bullying behaviors must be known and for intervention to take itscause. The research further suggests the role to be played byteachers in students’ lives and how a change in behavior can comeabout to provide a safe environment for the victims. Interventiontechniques and training for the leaders and teachers in the schoolsare essential in creating a culture and environment that will dismissthis aggressive behavior (Pinkett, 2014).

Conclusion

Addressingbullying in its early stages is vital to its prevention. Studiesposit the best strategy to inhibit bullying in the long term is toapply the all-inclusive method and evidence-based claims. Personneldealing with cases of bullying should do so through practices andpolicies provided for within the school guidelines. School leadersshould not only provide clarity in school procedures but also offerappropriate training through skilled development. Supporting aculture that revokes mean-spirited deeds must be planned andpurposeful by empowering tutors to be leaders and also propose ideasto reduce victimization. Through this, there will be a culture ofsupport and safety for students (Pinkett, 2014).

References

Pinkett,J. (2014). AddressingBullying: A Case Study Investigating Perceptions of Policies andPractices at Learning Institution.Scholarworks.gsu.edu.Retrieved 5 August 2016, fromhttp://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1169&ampcontext=eps_diss