Bullying is a universal problem in schools and has a significant impact on students’ emotional, psychological, and academic lives. It stems from interactions involving psychological problems, a surrounding environment, and cultures (Izadi & Hart, 2024). Bullies, therefore, suffer from psychological problems such as poor anger control, poor self-esteem, or a tendency to wish to dominate others. These behaviours may stem from, for example, being abused, neglected, or experiencing any other form of trauma in their childhood. Other factors also influence bully/victim relationship formation in social contexts (Ismail et al., 2024). Schools that are not well monitored, have either hostile or indifferent cultures or permit aggressive behaviour are the ones that promote bullying. Furthermore, cultural factors are equally important because contemptible cultural values such as aggressiveness, competitiveness, and power in today’s modern world may promote and sustain bullying among the young generation.
Bullying has repercussions at the individual, group, and environmental levels. The effects, such as anxiety, depression, and poor performance in school, are likely to be seen in victims. The effects that bullying has on the psychological well-being of its victims are usually severe, such that some victims may be diagnosed with post-traumatic stress disorder (PTSD) or any other form of mental illness (Hikmat et al., 2024). Bullies themselves are also vulnerable since the type of behaviour exercised to intimidate and abuse fellow students puts them on a cycle of antisocial behaviour, poor academic performance, and substance abuse later in their lives. In addition, the entire school community does not enjoy a positive environment in case of bullying. Bullying is often widespread in schools, and it generates a toxic climate that negatively impacts academic achievement and students’ well-being as it destroys safety and other aspects of the school climate (Izadi & Hart, 2024).
Bullying is a complex problem that requires the implementation of various strategies. School-based interventions are essential, as well as the adoption of effective anti-bullying measures and cracking down on bullying by ensuring all staff is adequately trained to identify this phenomenon. Other valuable peer support programs include positive interactions to encourage students to respect that they are all going through similar conditions (Izadi & Hart, 2024). Furthermore, enforcement of parental participation is crucial in facilitating the issue of anti-bully campaigns to go beyond the school degree. The schools, families, and the community accept the role of proactively addressing the issue and ensuring all students feel safe and free from bullying.
References
Hikmat, R., Yosep, I., Hernawaty, T., & Mardhiyah, A. (2024). A scoping review of anti-bullying interventions: Reducing traumatic effect of bullying among adolescents. Journal of Multidisciplinary Healthcare, 289-304. https://doi.org/10.2147/JMDH.S443841
Ismail, A. M., Saputri, S. Z., & Hasanah, U. (2024). Bullying in Schools: An exploratory case study in high schools. Journal Penelitian Ilmu-Ilmu Social, 5(2), 99-113. https://doi.org/10.23917/sosial.v5i2.4660
Izadi, M., & Hart, R. (2024). The influence of the physical environment on social behavior, school climate, and bullying in schools. Children’s Geographies, 22(1), 66-81. https://doi.org/10.1080/14733285.2023.2232751
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