Bullying in Brazilian school children: analysis of the National Adolescent School-based Health Survey (PeNSE 2012)

Abstract

ABSTRACT:Objective: To describe the victimization and bullying practice in Brazilian school children, according to data from the National Adolescent School-based Health Survey and to compare the surveys from 2009 and 2012. Methods: This is a cross-sectional study with univariate and multivariate analyzes of the following variables: to have been treated badly by colleagues, to have been bullied and to have bullied other children. The following independent variables were analyzed: age, sex, race/color, type of school, maternal education. Prevalence rates were compared between the editions of 2009 and 2012 of the survey. Results: Of all the adolescents analyzed, 27.5% have not been treated well by peers at school, with greater frequency among boys (OR = 1.50), at the age of 15 years (OR = 1.29) and 16 (OR = 1.41), public school students (OR = 2.08), black (OR = 1.18) and whose mothers had less education; 7.2% reported having been bullied, with a greater chance in younger students (13 years old), male (OR = 1.26), black (OR = 1.15) and indigenous (OR = 1.16) and whose mothers had less education; 20.8% reported to have bullied other children, with a greater chance for older students, at the age of 14 (OR = 1.08) and 15 years (OR = 1.18), male (OR = 1.87), black (OR = 1.14) and yellow (OR = 1.15), children of mothers with higher education, private school students. There was an increase of bullying in the Brazilian capitals, from 5.4 to 6.8%, between 2009 and 2012. Discussion: The occurrence of bullying reveals that the Brazilian school context is also becoming a space of reproduction of violence, in which it is crucial to act intersectorally and to articulate social protection networks, aiming to face this issue.

A prática de bullying entre escolares brasileiros e fatores associados, Pesquisa Nacional de Saúde do Escolar 2015

“…In Brazil, the first two PeNSEs (National School Health Survey) found increasing rates of involvement in bullying among the students; 5.4% of students in state capitals reported having been bullied in 2009, and 7.2% in 2012 [13][14][15][16] .…”

Rejeição e vitimização por pares em crianças com Deficiência Intelectual e Transtorno do Espectro Autista

“…A avaliação de uma amostra de 109.104 escolares brasileiros com desenvolvimento típico indicou que 27,5% dos participantes relatou não ser bem tratados pelos colegas e 7,2% reportou sofrer bullying (MALTA et al, 2014). Se em populações com desenvolvimento típico os dados de prevalência de bullying já são preocupantes, quando se aborda a reação dos pares frente aos colegas com deficiência tais estatísticas são alarmantes, um vez que, quando comparados a alunos que não apresentam deficiência, crianças com algum tipo de deficiência estão em maior risco de sofrer bullying e rejeição pelos colegas de classe (ROSE; MONDA-AMAYA; ESPELAGE, 2011).…”

Bullying: Prevalência E Fatores Associados À Vitimização E À Agressão No Cotidiano Escolar

“…[4][5][6] The acts of aggression that comprise bullying are classified into three main groups: physical, such as hitting, kicking and using weapons to attack; verbal/psychological, which includes threats, insults, tricks, nicknames and humiliation; and indirect, represented by behaviors of social exclusion, indifference and extortion. [7][8][9] There is also the form called cyber-bullying, which covers repeated aggression with intent to persecute and humiliate, through electronic devices, especially cell phones and the internet.…”

“…2 In Brazil, the National Survey of School Health (PENSE) of 2012 revealed that suffering bullying by a colleague affected 7.2% of schoolchildren, while 20.8% of students showed some kind of bullying against schoolmates. 8 When analyzing the international scientific production on the subject, there were obstacles in the conceptualization and operationalization of the term bullying, as well as in the translation itself. In addition to conceptual differences, another aspect that generates disagreement is the definition of a cut-off point for bullying, that is, the minimum frequency capable of transforming a violent school event into bullying.…”

“…[22][23][24] Various studies 8,11,22,25 have demonstrated the prevalence of bullying victimization among male students.…”