Bullying in Schools in the United Arab Emirates and the Personal Safety of Students

Rigby, Ken; Haroun, Dalia; Ali, Essam A.

doi:10.1007/s12187-018-9603-y

Cited by 13 publications

(9 citation statements)

References 33 publications

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“…The characteristics of the bully were physically stronger than the victim, having authority in their class or school, having small groups. Previous studies also found the similar results [30,31]. Other common characteristics of bullying as found in the studies of Harris, Bear, Chen, Lisbon, and Holst [32] that bullying victims tended to be repeated on and on.…”

Section: Class Teachersupporting

confidence: 68%

Study on Bullying Among Children

Sundari¹,

Kaluge²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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The reality was that there were still many students who bullied their peers. Therefore, the focus of this study was to identify the characteristics of bullying, the characteristics and the impact of perpetrators, and how to deal with it in an Islamic primary school. This descriptive qualitative study, used four segments of key informants. They were the principal, classroom teachers, the perpetrators and victimized students. Data were collected through interviews and observations. Data analysis was performed by testing the validity of the data through triangulation. The results of the study discovered that there were two types of bullying that occurred in schools, namely verbal bullying in the forms of mocking the victim and social bullying in the forms of excluding the victim. Social media was a sort of popular tool of bullying. The school's response was to call the perpetrator, warn not to repeat, and if it happened again, the teacher would give educational sanctions. In resolving the bullying on social media, efforts are made for deliberations between guardians of students and those who were fighting for the sake of creating a conducive social climate at school so that it was gradually eliminated.

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Section: Class Teachersupporting

confidence: 68%

Study on Bullying Among Children

Sundari¹,

Kaluge²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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“…Bullying rates in Australia, the United Arab Emirates, Jordan, and South Africa are reported as 66.2%, 31%, 44.2%, and 61%, respectively. According to the international bullying rate that was surveyed in 47 countries, the average bullying rate was reported to be 29% (30)(31)(32).It can be said that the bullying rate in Iran is lower than the average rate of the studied countries. Studies conducted in Zanjan, Tehran, and Yazd provinces reported bullying and victimization rates of 9.8%, 33.3%, and 31%; and 51%, 13%, and 17%, respectively, which are not consistent with our study (33)(34)(35).…”

Section: Discussionmentioning

confidence: 96%

Bullying and its Effective Factors in Adolescents Aged Between 10 and 18 Years Old: Evidence From a Southeastern Region in Iran, 2020

Radmerikhi

Feyzabadi

Ahmadi

et al. 2021

Preprint

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Background & Objective: Bullying behavior in adolescence as a global and a public health problem is of great interest in adolescence due to mental illness, violence, and tobacco addiction in adulthood. The present study aims to investigate the prevalence of both bullying and victim behaviors at all educational levels in Kerman. Methodology: This is a survey study, in which the study population are all students at three educational levels in Kerman. Multi-stage sampling method is used. To investigate the prevalence of bullying behavior, the Iranian version of the questionnaire is used, which is based on the Olweus bullying questionnaire. Results: The bullying rates at elementary, middle school, and high school are estimated at 25.1%, 17.8%, and 39.7%, respectively. Bullying rate is 7.13% among girls and 14.72% among boys. The results of our study show that the most important factors affecting bullying are gender, parental literacy, living with parents, type of school, economic and social status, educational level, and school size. Conclusion: Due to the impact of policies at different educational levels, policymakers should pay special attention to perform bullying control programs at the school level based on the school environment variables, and policies in this area should be designed, reviewed, and modified.

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“…They include studies of the harmful psychological effects of being bullied, both short term and long term (Ford, King, Priest, & Kavanagh, 2017; Malecki et al., 2015; Rigby, 2003; Thomas et al., 2016; Walters & Espelage, 2018). Some studies have reported on the negative effects of bullying on feeling safe at school (Baams, Talmage, & Russell, 2017; Berkowitz & Benbenishty, 2012; Rigby, Haroun, & Ali, 2019). Being repeatedly absent from school has been reported as a consequence of bullying at school (Goldweber, Wassdorp, & Bradshaw, 2013; Steiner & Rasberry, 2015; Tremlow, Fonagy, & Sacco, 2010).…”

Section: The Effect Of Peer Victimization By Individuals and By Groupmentioning

confidence: 99%

“…Studies of the overall frequency of peer victimization experienced by males and females have produced inconsistent results across countries (Smith, Lopez-Castro, Robinson, & Goerzig, 2018), with males reporting being bullied more often than females, as for example in the United Arab Emirates (Rigby et al., 2019), and females reporting being bullied more often than males in some other countries, for example, the USA (Finkelhor, Turner, Shattock, & Hamby, 2015). Although there is a consensus that males are generally bullied more often in physical ways and that it is sometimes claimed that females are more likely to be exposed to relational bullying (Orpinas, McNicholas, & Nahapeyam, 2015), statistical evidence of an overall difference between males and females in the prevalence of bullying attributed by students to groups or to individuals is lacking.…”

Section: Gender and Age As Potential Factors In Determining Victimizamentioning

confidence: 99%

How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators

Rigby

2020

Australian Journal of Education

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Bullying in schools, defined as a systematic abuse of power in interpersonal relations, may be undertaken individually and/or by groups. The extent to which schoolchildren report that they are bullied by their peers in each of these ways was examined in a survey of Australian schoolchildren (N = 1688) in Years 5–10 attending 36 coeducational primary or secondary schools. Being bullied by an individual student was reported by both males and females as occurring significantly more often than being bullied by groups. Applying multiple regression analysis, the reported frequency of individual and group bullying, after controlling for age and gender, independently predicted the severity of negative outcomes as assessed by measures of negative emotional impact, such as feeling unsafe from bullying, absenteeism due to bullying and reported negative impact on school work. Although group bullying was less commonly reported, its negative effects on student well-being were generally more severe. Implications are examined for student education about bullying and addressing individual and group-based bullying in appropriate ways.

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Bullying in Schools in the United Arab Emirates and the Personal Safety of Students

Cited by 13 publications

References 33 publications

Study on Bullying Among Children

Study on Bullying Among Children

Bullying and its Effective Factors in Adolescents Aged Between 10 and 18 Years Old: Evidence From a Southeastern Region in Iran, 2020

How do victims of bullying in Australian schools view their perpetrators – As individuals or as groups? Implications for educators

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