Books and Bullies: Responses to Bullying in Preschool Students

Abstract

Bullying begins in the preschool years and presents a public health concern for children of all ages with negative outcomes observed for victims, perpetrators, and bystanders. With an eye on intervention, research suggests that reading and discussing books may help to encourage perspective taking and compassion for others, even at an early age. The current study presented preschoolers with The New York Times bestselling storybook featuring an active bystander in a bullying situation and examined definitions of and responses to bullying both before and after reading the storybook. At the end of the study, participants reported what they learned from the storybook. Responses were categorized as direct defending (e.g., confronting the bully), indirect defending (e.g., supporting the victim), and inaction (e.g., remaining quiet). Participants included 89 children recruited from preschools in the Southwestern United States. When asked to consider themselves in the role of a bystander, results indicated that children were more likely to engage in an active response to bullying after reading the storybook. Findings suggest that educators may be able to use books highlighting active bystanders to discourage bullying behavior among preschool students.

Social Exclusion Among Peers as a Form of Expression of Bullying in a Pre-School Education Group

“…Researches reveals that bullying among preschool children has its own expression and characteristics (Davis & Gere, 2018;Hwang & Markson, 2020;Rosen, Scott & Higgins, 2023). Due to the peculiarities of preschool children's development, it is difficult to talk about conscious, intentional action in bullying situations and to identify children's aggressive behavior as bullying.…”