Teacher Practices Aimed at Preventing School Bullying: A Comparative Analysis of Lithuania and Norway

Abstract

This study investigates similarities and differences in Lithuanian and Norwegian teacher practices aimed at preventing school bullying by applying a whole-school approach anti-bullying programme. The quantitative data was collected from 1576 teachers from 99 schools in Lithuania, and 82 teachers from 13 schools in Norway that have implemented the Olweus Bullying Prevention Programme (OBPP). The comparative analysis of the study results indicates that Norwegian teachers are slightly more active in working with the OBPP on the school and individual levels, as well as in working with the programme in general. The study reveals that female teachers are more active than male teachers on the classroom and individual levels of the OBPP as well as the whole programme, and that primary education teachers are more active than lower secondary education teachers on the classroom level of the OBPP. The implications of teacher practices aimed at preventing bullying by applying the OBPP are discussed, and limitations of the current study emphasised.

Bullying Prevention and School Climate: Correlation between Teacher Bullying Prevention Efforts and their Perceived School Climate

“…On the one hand, a positive school climate is necessary in order to prevent bullying behaviours effectively (Wang et al, 2013); on the other, creating and maintaining a positive, trusting school climate can function as a form of bullying prevention (Low & Van Ryzin, 2014). Moreover, the results of the current follow-up study confirm the results of the previous one (Baraldsnes, 2019), with a positive correlation between Lithuanian teachers' bullying prevention efforts and their perceptions of school climate, where teachers' perceptions of school climate explained 16.5% of the variance. Still, the percentage of the explained variance was slightly higher in the present study (19.5%).…”

“…School climate has been measured by applying the School Climate Assessment Instrument [hereinafter referred to as SCAI], developed by the Alliance for the Study of School Climate [hereinafter referred to as ASSC] (ASSC, 2014). The current study is based on a Lithuanian study conducted by Baraldsnes (2019); it strictly follows the same research design and data collection procedures and applies the same instrument, which was translated into Norwegian and validated. It focuses on the correlation between teachers' efforts in Norwegian schools to prevent school bullying through OBPP and their perceptions of school climate.…”

Implementation of Guidance and Counseling in Preventing Bullying: The Role of Teachers in Junior High Schools

“…Research also reinforces it (Nasir, 2018), which explains that strengthening punishment or sanctions is essential to deter students who bully. Then students who are victims of bullying by guidance and counseling teachers direct to participate in activities at school or extracurricular activities that follow the interests and talents of these students and get more intense counselling service handling (Baraldsnes, 2022). Counselling services in helping victims of bullying have also been examined by (Sari, 2021), showing that individual counselling services can provide confidence for victims of bullying.…”

“…Guidance and counseling teachers can do various ways by focusing on perpetrators or victims of Bullying (Wójcik & Mondry, 2017). Change negative behaviors and develop positive behaviors so that guidance counseling teachers can strive optimally to realize individual development commensurate with their respective potentials (Baraldsnes, 2022). Guidance and counseling teacher is an executor of school guidance and counseling that forms and addresses every problem and personal development of students (Sista & Sodiqin, 2022).…”

Analisis Bullying antar Siswa Kelas II di MIN 3 Semarang

“…Hasil penelitian ini dapat menjadi dasar untuk mengembangkan strategi pencegahan dan penanggulangan bullying yang lebih efektif dalam konteks pendidikan. Kata kunci : bullying, interaksi siswa, MIN 3 Semarang PENDAHULUAN Kekerasan, baik yang bersifat fisik maupun psikologis, merupakan salah satu isu yang telah lama menjadi perhatian dalam masyarakat (Baraldsnes, 2022;Fauzi & Nursikin, 2023;Voss & Newman, 2021). Kekerasan dapat terjadi di berbagai tempat, termasuk di sekolah, yang seharusnya menjadi tempat yang aman bagi anak-anak.…”