Teachers’ Experiences With Difficult Bullying Situations in the School: An Explorative Study

Abstract

Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs.

Effects of Implementing Multiple Components in a School‐Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools

“…All school professionals receive access to digital protocols providing guidelines on how to deal with specific bullying situations, such as dealing with cyber bullying, or lonely and victimized students (see van Verseveld, Fekkes, Fukkink, & Oostdam, 2020). Therefore, the protocols support teachers to intervene more effectively in bullying situations that teachers themselves considered to be difficult.…”

The Correlating Factors Aligned with Bullying Acts at Elementary Schools in Sumenep Regency

“…Bullying is defined as repeated aggressive behavior to harm the victim (Engelhart & Moughamian, 2003). Some behaviors experienced by the victims include verbal and physical intimidation (Wu et al, 2023), as well as the increasingly prevalent form of bullying known as cyberbullying, which occurs in the online world (van Verseveld et al, 2021). Bullying should not be taken lightly, as the victims may experience psychological disorders such as depression (Pradhan et al, 2022), demotivation in learning, excessive anxiety, sleep disorders (insomnia), lack of motivation to engage in social interaction with others, or schoolmates (Cook et al, 2010), and even suicidal tendencies (Klomek et al, 2009).…”

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“…К этой категории, в частности, относятся педагоги и психологи, необходимость формирования у которых профессиональных компетенций в области профилактики девиантного и асоциального поведения рассматривается как в отечественных (Адамчук и др., 2016; Андрюшина, 2006; Волкова и др., 2017; Волкова и др., 2019; Ильянкова, Семакова, 2021; Реан, 2018; Реан, Новикова, 2019; Реан, Коновалов, 2021; Фомиченко, 2013; Фомиченко, 2019; Чиркина и др. 2018), так и зарубежных Varela et al, 2019;Verseveld et al, 2021) публикациях. В частности, в них декларируется необходимость формирования у будущих педагогов-психологов представлений о различного рода факторах риска агрессивного поведения подростков.…”