Bullying is annoying, belligerent behavior between school children that take in a real or supposed power disparity. This conduct is repetitive, or has the probability of being recurrent, over time. Equally kids being bullied and also that who bully others possibly will have serious, eternal problems. However, bullying is conducted in three different ways i.e., verbal (teasing, and passing inapt comments), physical (pinching, spitting and pushing), social bullying (spreading rumors, and disconcerting someone) and cyberbullying (having fake social media identity, intimidating on social media). (Brank, 213-230).
Even though bullying is generally known as one-on-one actions, a comprehensive social impact has been also allied to it. Sufferers possibly will feel mortified and thus isolated from every person in their noble group, despite the fact bullies may have feeling that they have recognized a position of dominance in the similar group. However, bullying conduct can last till adulthood, while by that time it can be considered as criminal behavior and also consequent in lawful act (for instance, controls of harassment, aggravation, or assault and cordless) (Lee, 1-6). Bullying in Canadian schools is the most debated issue at the present time. The histrionic increase in reports of various types of bullying Schools in the Nova Scotia and Vancouver have been observed. Bullies actually do not differentiate and target financial and socially weaker people (Bullying Facts). Bullying is supposed to be conducted due to multiple reasons depending on individual’s own perception of social and cultural values. Sometimes, people believe teasing for no reason or spreading rumors is just a fun, even people believe taunting in public is done just to tell wrong conducts of people. Some people gets more attention when they behave inappropriately rather than once they behave positively. Institutes are also considered as a prop for developing bullying situations; when institutes do not establish terms and conditions for treating each other, students possibly will be more prone to adapt such activities. Family discontentment may lead to deprived child where they do not bear smiling and gratified fellows. Social rejection of poor child and black ethnicity also appeared to the reasons or bullying individuals. Most importantly people in power are well aligned to the circumstances of bullying individuals. In a country resident encompassing majority i.e. white ethnicity may also lead to bullying in schools. But stimulating victims of bullying people are also evident just because of being infuriating and superior to others or verbally belligerent. In other conducts people not selected up by authority in spite of their credibility, may observed as an evolving factor for bullying (Bullying Statistics).
Considering all the above-mentioned reasons for rising bullying in schools, it is essential to make some preventive measures to avoid it. Because, stop bullying statistics revealed that about 64% students are appeared to involve in bullying in Canadian schools and after every 7 minutes students bully each other in playground. and also 12% children are being bullied once a week. Approximately, 50% of Canadian schools have been reported for bullying (Bullying Facts) The worst thing is Canadian takes 26th position in school bullying among 35 countries (Craig WM, 133-44). Obviously, it has ultimate effect on personalities build up and most importantly on children’s study. Thus, this study is aimed to find out how bullying in Canadian schools is affecting study and also to reveal efficacy of already applied prevention methods to escape it. It would also help to modify or develop new strategies to overcome it.
Husain, stated that bullying is considered as a solemn problem in educational settings worldwide. It had shown negative impact on studies to large extent (Husain, 43-56). Shafqat reported that bullying had shown adverse effects on educational, psychological and health aspects of students (Glew, 1026-1031). Cynthia examined that bullying affect student’s academic performance in short term or long term. The author mentioned that short or long-term impact was associated with different level of bullying. Student being most of the bullying have long term failure in academic progress rather than of student being bully seldomly (Cynthia, 275-308). Another study investigated that student’s disability to educational flourishment owing to bullying. It was found that victimized students do not come to school due to fear of being bully that’s why they do not perform well in academics (Mundbjerg, 839-871). Briefly it can be stated that bullying and academic failure have strong correlation between them because of lack of student’s concentration to their studies.
Vygotsky referred scaffolding as the process of expectancy and focused coaching to offer dynamic provisions for erudition so that kids can act above their standard levels. The scaffolds can be progressively dismantled as kids become ever more skilled, just to be established over to support the subsequent evolving bounce. So, he concluded that, bullying can be eliminated proficiently by scaffold as it would develop cultural and social standards in individuals (Vygotsky, 17–19). Hawkins, proposed that social architecture helps to develop children’s positive perception of things in order to share good peer group experiences (Hawkins, 512–527). Salmivalli also suggested that social architecture has significantly contributed in developing children’s optimistic understandings and trust on adults to deal with the problem of bullying (Salmivalli, 251-274). Debra J. stated that bullying lead to psychological problems in individuals involved, and it is steadily rising in Canadian school while showing significant statistical number of girls and boys involved in bullying. This study proposed model for fulfilling the needs of individuals g and social architect model for teaching social ethical values for respecting one another to evade bullying. Together these models showed significant effect on reducing bullying in schools and other workplaces (Debra J. 16-20).
It is concluded that bullying in school is arising due to absentees of moral values and incredibility of institutes for not providing sufficient efforts on building up personalities. Ultimately it is resultant in various aspects i.e. psychological, health and study. Various studies have evaluated that how bullying is affecting student’s academic performance. This issue due to its growing statistics is not overlooked, various approaches have been investigated to reduce the problem of bullying. But more studies should be conduction on determining prevention method, because bullying is wide spectrum behavior with multiple reasons. So, such methods should be identified that can evade it in all ways. However, it is suggested that institutes should conduct courses specially for teaching moral values, goods and bad, and how all these would affect eventually. It possibly will helpful in student’s understanding of their values and their ultimate affect on society.
Works Cited
Brank, E. M., Hoetger, L., & Hazen, K. P. (2012). Bullying. The Annual Review of Law and Social Science, 8, 213-230.
Bullying Facts: What to Know About Canada’s Bullying Problem, Bullying Around the World, Retrieved on 16 March 2018 from https://nobullying.com/bullying-facts-what-to-know-about-canadas-bullying-problem/.
Bullying Statistics: Anti-Bullying Help, Facts, and More, Retrieved on 16 March 2018 from http://www.bullyingstatistics.org/content/why-do-people-bully.html.
Craig WM, Harel Y. Bullying, physical fighting and victimization. In: Currie C, Roberts C, Morgan A, Smith R, Settertobulte W, Samdal O, Rasmussen V Barnekow, editors. Young People’s Health in Context: International report from the HBSC 2001/02 survey. WHO Policy Series: Health policy for children and adolescents Issue 4, WHO Regional Office for Europe; Copenhagen: 2004. 133–44.
Cynthia, V. (2014). The Effects of Bullying on Academic Achievement. Desarro. soc. no. 74, bogotá, Segundo semestre, 275-308
Debra J., Peppler, Bullying Interventions: A Binocular Perspective, J Can Acad Child Adolesc Psychiatry. 2006 Feb; 15(1): 16–20.
Glew, G. et al. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026-1031.
Hawkins DL, Pepler D, Craig W. Peer interventions in playground bullying. Social Development. 2001; 10:512–527.
Husain, S., & Jan, A. (2015). Bullying in Elementary Schools: Its Causes and Effects on Students. Journal of Education and Practice, 6(19), 43-56.
Lee, Deborah, and Denise B. Geier. “Bullying.” Points of View. 2013, 1-6. Retrieved on 16 March 2018 from <http://web.ebscohost.com/pov/
Mundbjerg, T., Eriksen, L., Nielsen, H. S., & Simonsen, M. (2014). Bullying in Elementary School. Journal of Human Resources, 49(4), 839-871.
Salmivalli C, Kaukiainen A, Voeten M, Sinisammal M. Targeting the group as a whole: The Finnish Anti-Bullying Intervention. In: Smith PK, Pepler D, Rigby K, editors. Bullying in Schools: How successful can interventions be? Cambridge: Cambridge University Press; 2004. pp. 251–274.
Sampaio JMC, Gerolim FR, Mello FCM de et al. Bullying at school: analysis of conflict relations, J Nurs UFPE on line., Recife, 9(4):7264-71, Apr., 2015.
Vygotsky LS. In: Thought and Language. Kozulin A, translator. Cambridge, Mass: MIT Press; 1986.
Annotated Bibliography
Cynthia, V. (2014). The Effects of Bullying on Academic Achievement. Desarro. soc. no. 74, bogotá, Segundo semestre, 275-308
Cynthia in 2014 studied the effect of bullying on academic achievements of students by different approaches. This study was helpful in screening how bullying affect studies. Further it also revealed the short or long-term aftereffect of academic disappointment depending on the severity of bullying.
Debra J., Peppler, Bullying Interventions: A Binocular Perspective, J Can Acad Child Adolesc Psychiatry. 2006 Feb; 15(1): 16–20.
Debra J and Peppler’s study was contributed to the bullying interventions to evade it. However, two different approaches for eliminating bullying while retrieved from previous studies were tested with some different measures. It showed the significance of scaffold and social architecture for eradication of bullying in schools and different workplaces. It was also significant to focus on the development of social values of individuals.
Glew, G. et al. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of Pediatrics & Adolescent Medicine, 159(11), 1026-1031.
Glew study was two dimensional, as it focused on academic and psychological aspects of bullying in schools. This article observed behavioral changes leading to academic failure and how it was associated to psychological disturbance among students. It determined bullying is as much effective in psychological terms as in academics.
Hawkins DL, Pepler D, Craig W. Peer interventions in playground bullying. Social Development. 2001; 10:512–527.
This research study characterized bullying behavior to playground space for students. Where students have more chances to bully each other may be due to student’s week skills in games, lower mental and physical abilities, financial status and sometimes for no reason. So, the author implied intervention to determine its more specific reason. This study provides sufficient knowledge to develop new prevention strategies based on student’s behavior in playgrounds.
Husain, S., & Jan, A. (2015). Bullying in Elementary Schools: Its Causes and Effects on Students. Journal of Education and Practice, 6(19), 43-56.
This study was aimed to development of bullying in schools at elementary level. This development or causes were studied by different methods to analyzing behavior of students in different places at school. It describes the reasons of bullying and also it determined how students bully and being bullying were affected.
Mundbjerg, T., Eriksen, L., Nielsen, H. S., & Simonsen, M. (2014). Bullying in Elementary School. Journal of Human Resources, 49(4), 839-871.
Mundbjerg conducted this study specifically on students of elementary school. It determined that what extent of bullying has serious affects on education. It was also supportive to find out that what behavioral changes owing to bullying are associated to academic failure of students.
Salmivalli C, Kaukiainen A, Voeten M, Sinisammal M. Targeting the group as a whole: The Finnish Anti-Bullying Intervention. In: Smith PK, Pepler D, Rigby K, editors. Bullying in Schools: How successful can interventions be? Cambridge: Cambridge University Press; 2004. pp. 251–274.
Salmivall C., et al. had shown significant outcome of implication of social architecture model. It led to find out that that how positive perception of group helps in avoiding bullying. Because social architecture model actually implies on ignoring negative vibes so as to spread positive vibes.
Sampaio JMC, Gerolim FR, Mello FCM de et al. Bullying at school: analysis of conflict relations, J Nurse UFPE on line., Recife, 9(4):7264-71, Apr., 2015.
This study was more concerned about to studying bullying at school. It presented what the conflicted relations were associated to bullying. What type of issues and problems like ethnicity, power and family deprivation are leading to bullying at school. It determined that psychological discontentment possibly will lead to bullying.
