Relations between school bullying, friendship processes, and school context

Strindberg, Joakim; Horton, Paul

doi:10.1080/00131881.2022.2067071

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…Second, a competitive school climate has a significantly positive predictive effect on school bullying among secondary vocational students. For every additional unit of competitive school climate, the possibility of secondary vocational students in China suffering from school bullying increases by 56.6%, which is basically consistent with previous research conclusions [73,74]. The results reveal that, in the Chinese context, if the competitive school climate of secondary vocational schools is stronger, there will be greater likelihood that students will suffer from school bullying.…”

Section: Discussionsupporting

confidence: 89%

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

Huang,

Li,

Hao

et al. 2024

Behavioral Sciences

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School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students’ exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students’ sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.

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Section: Discussionsupporting

confidence: 89%

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

Huang,

Li,

Hao

et al. 2024

Behavioral Sciences

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“…Additionally, it has been suggested that the competitive and compulsory constraints of the school setting may underpin bullying interactions (e.g., Horton, 2018). For example, it has been suggested that pupils-in relation to such constraints-may find it necessary to exclude their peers in order to not be excluded themselves (Strindberg & Horton, 2022), and/or as a means of assuage their fear of being "singled out" from the peer group (Søndergaard, 2012;Strindberg et al, 2020). It has also been underlined that pupils may find it necessary to position themselves on the football pitch so as to be perceived as an "appropriate" boy or girl (e.g., Martino, 1999;Swain, 2002).…”

Section: Introductionmentioning

confidence: 99%

“I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School

Strindberg

2022

Child Youth Care Forum

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Background Despite extensive work to prevent and reduce bullying interactions, bullying is still a prevalent problem in many schools. Children and youth also report that they feel involuntarily left out in school. While research has demonstrated the ways in which school bullying is connected to risk factors across different ecological layers or contexts, relatively little consideration has been given to aspects beyond the individuals directly involved in bullying situations, such as the exo, and macrosystem layers. Objective The aim of this study was to examine three pupils’ experiences of school loneliness and bullying. The following questions guided the study: (1) What are the pupils’ experiences of school loneliness and bullying? (2) How can the pupils’ experiences of school loneliness and bullying be understood beyond the individuals directly involved in the bullying situations? Method The research is based on ethnographic fieldwork conducted at one Swedish elementary school including 34 pupils and 7 teachers in two sixth-grade classes (i.e., ages 11–12). The findings presented in this article are based on a group interview with three pupils about their experiences of school loneliness and bullying. The interview responses are put into perspective using findings from the ethnographic fieldwork. The findings were analysed using methods from constructivist grounded theory and through the lens of Bronfenbrenner’s ecological theory of human development as well as critical bullying studies. Results The findings of this study demonstrate the ways bullying interactions are tied to the different layers, or “settings”, of the bullying ecology as the pupils draw from a range of differential points of reference so as to socially evaluate themselves, their classmates, and their peers. Conclusions An important conclusion of the study is for principals, teachers, and other school personnel to consider more thoroughly the interdependent interplay of the bullying ecology.

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Understanding Children and Adolescents’ Experiences Being Bullied: A Mixed-Methods Study

Snodgrass,

Smith,

Gregus

2024

Trends in Psychol.

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Bullying is a common experience among youth around the world, but is not commonly thought of as a traumatic event. However, previous research suggests the outcomes and symptoms children and adolescents experience after bullying parallel those experienced after a traumatic event. This mixed-methods study aimed to explore adolescents’ experiences being bullied and the consequences experienced following being bullied. Contextual factors were explored to understand under which circumstances participants endorsed symptoms consistent with trauma. Ten adolescents (Mage = 12.5 years, 50% boys, 90% White) who reported being bullied at least “sometimes” over a period of “weeks” or more, per a single parent report, in the past year agreed to complete surveys and a semi-structured interview about their bullying experiences. Thematic analysis revealed six themes related to consequences of bullying experiences: Emotional Distress, Avoidance of School Settings, Somatic Complaints, Importance of Social Support, Disruptions within Peer Groups, and Impaired School Performance. Nine participants endorsed at least one posttraumatic stress symptom and three participants endorsed clinical levels of PTSD qualitatively. Contextual factors associated with endorsing posttraumatic stress symptoms in this study were gender, duration and frequency of bullying, age and number of perpetrators, and seriousness of bullying. Results from this study suggest that consequences of bullying vary between victims and that while some participants reported consequences consistent with PTSD, other participants’ consequences seem to parallel other depressive or anxiety disorders. These results have implications for future research and interventions for working with youth who have experienced repeated bullying.

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Relations between school bullying, friendship processes, and school context

Cited by 5 publications

References 35 publications

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model

“I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School

Understanding Children and Adolescents’ Experiences Being Bullied: A Mixed-Methods Study

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