‘Teachers see nothing’: exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology

Khanolainen, Daria; Семенова, Е. В.; Magnuson, Paul

doi:10.1080/14681366.2020.1751249

Cited by 19 publications

(12 citation statements)

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“…These statistical results might also have a cultural reasoning behind: in the Russian context, physical bullying indeed has a higher relevance in comparison to other types, which explains the low reliability and validity scores for the first item, which represents relational bullying. As such, some studies emphasize a particular importance of physical bullying in the Russian context, articulating that in opposition to more subjective by their nature relational and verbal forms of bullying that indeed occur more frequently, physical aggression is more explicit (Khanolainen et al, 2020 ). Therefore, the suggested way of aggregating the scale could help to estimate the prevalence of severe victimization.…”

Section: Resultsmentioning

confidence: 99%

“…One of the bullying aspects that are uniquely specific for the Russian context refers to the reporting of bullying, highlighting significant differences in the perception of bullying by students and teachers. Existing evidence suggests that students agree that bullying should not be reported (Khanolainen et al, 2020 ). This in turn means that the problem of bullying tends to be severely underestimated by teachers and parents.…”

Section: Discussionmentioning

confidence: 99%

“…This in turn means that the problem of bullying tends to be severely underestimated by teachers and parents. It results in a significant difference in the perception of bullying by students and teachers, whereas “the majority of teachers indicated either seeing no bullying or only seeing bullying rarely as a justifiable reaction to provocation,” students reported bullying regularly (Khanolainen et al, 2020 , p. 1).…”

Section: Discussionmentioning

confidence: 99%

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Bullying in the Russian Secondary School: Predictive Analysis of Victimization

et al. 2021

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Background: Bullying has been recognized as an important risk factor for personal development in adolescence. Although numerous studies report high prevalence of bullying in Russian schools, limited research was based on the large-scale, nationally representative analysis, which highlights the lack of findings applicable to the national context.Objective: This study aims to address the following research questions: (1) What is the bullying victimization prevalence in Russian secondary schools? (2) What is the socio-demographic profile of the bullying victims? (3) To what extent do learning outcomes in core subject domains predict bullying? (4) How does psychological climate at school affect the occurrence of bullying? (5) Which emotional states do bullying victims typically display? (6) Which psychosocial traits are the most common for bullying victims?Data and Methods: The study adopts the statistical analysis of the Programme for International Student Assessment (PISA) data in Russia. The final sample consists of 6,249 children aged 15 years who answered the bullying questions. K-means clustering approach was adopted to identify schoolchildren who should be classified as bullying victims amongst those who have reported bullying. Logistic regression was used to estimate the probability change of bullying under different psychosocial factors and examine the effect of bullying on the emotional states of the victims.Results: The results of the study reveal that 16% of children are victims of bullying in the Russian secondary school. Bullying is strongly associated with learning outcomes in reading, thus outlining that low performers are at risk of severe victimization. Bullying is also contingent on the psychological climate and tends to develop more frequently in a competitive environment. The findings outline that bullying increases negative feelings such as misery, sadness, and life dissatisfaction amongst its victims, making a substantial footprint on their lives. Logically, bullying victims are less likely to feel happy and joyful. Finally, it was revealed that bullying victims do not tend to share negative attitudes to the per se, which identifies directions for future research in this domain.Implications: Instead of dealing with the consequences of bullying, prevention strategies should aim at facilitating a positive environment at school, thus addressing the problem.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Bullying in the Russian Secondary School: Predictive Analysis of Victimization

et al. 2021

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“…This supports earlier evidence that arts-based research methodologies help participants open up (Coholic et al, 2009;Culshaw, 2019;Houghton, 2015;Mak, 2011;Reilly et al, 2018), which ultimately provided us with valuable insights into the complex nature of bullying. We intend to share these in future articles (e.g., Khanolainen et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic

Khanolainen

Семенова

2020

International Journal of Qualitative Methods

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The purpose of this study was to develop a new arts-based measure assessing school bullying and to test it within a pilot study involving 19 schoolchildren (mean age = 15.4; range = 1.00). The researchers designed the new methodological tool (referred to as graphic vignettes) as a set of incomplete comic strips, which participants were asked to complete in a creative way. Researchers then invited participants to engage in follow-up interviews using completed comic strips as individualized interview prompts. The authors detail the design and administration of the graphic vignettes and discuss their efficacy, limitations, and potential applications. The researchers argue that studies on sensitive topics can benefit from a wider dissemination of this arts-based research method. They also assert that the use of creatively co-constructed interview prompts individualizes participant–researcher interactions, placing the power in the hands of participants. The article aims to inspire further development of graphic vignettes.

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“…To account for the complex interactions and relationships that constitute the phenomenon of bullying (Bronfenbrenner, 1979), and to ensure development of effective prevention and intervention strategies, it is critical to understand how students and their parents and teachers conceptualize traditional and cyberbullying (Sawyer et al, 2011;Campbell et al, 2019). There is a growing body of research that has compared the perspectives of youth and parents on bullying and cyberbullying (Zeedyk et al, 2014;Midamba and Moreno, 2019), youth and teachers (Giménez-Gualdo et al, 2018;Khanolainen et al, 2020), and parents and teachers (Stockdale et al, 2002;Nguyên and Mark, 2014;Monks et al, 2016;Shea et al, 2016;Campbell et al, 2019). Relatively few studies, however, have explored the perspectives of students and their parents and teachers regarding traditional and cyberbullying (Waasdorp et al, 2011;Cassidy et al, 2013;Compton et al, 2014;Mishna et al, 2020b).…”

Section: Introductionmentioning

confidence: 99%

Looking Beyond Assumptions to Understand Relationship Dynamics in Bullying

et al. 2021

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To account for the complex relationships and processes that constitute the phenomenon of bullying, it is critical to understand how students and their parents and teachers conceptualize traditional and cyberbullying. Qualitative data were drawn from a mixed methods longitudinal study on cyberbullying. Semi-structured interviews were held with Canadian students in grades 4, 7, and 10 in a large urban school board, and their parents and teachers. To account for the complexity and interactions of different systems of relationships, the purpose of the current article is to examine how students and their matched parents and teachers understand traditional and cyberbullying. Central to participants' understanding of traditional and cyberbullying was whether they considered bullying to represent harmful relationship dynamics. Three main assumptions emerged as shaping participants' understanding of bullying and appeared to obscure the deep relationship processes in bullying: (a) assumptions of gender in bullying, (b) type of bullying—comparing traditional and cyberbullying, and (c) physical bullying as disconnected from relationship dynamics. It is essential that assessment, education, and prevention and intervention strategies in traditional and cyberbullying be informed by the inherent relationships in bullying and be implemented at multiple levels of relationships and broader social systems.

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‘Teachers see nothing’: exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology

Abstract: Paul (2020). 'Teachers see nothing' : exploring students' and teachers' perspectives on school bullying with a new arts-based methodology. Pedagogy, Culture and Society, Early online.

Cited by 19 publications

References 56 publications

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

Bullying in the Russian Secondary School: Predictive Analysis of Victimization

School Bullying Through Graphic Vignettes: Developing a New Arts-Based Method to Study a Sensitive Topic

Looking Beyond Assumptions to Understand Relationship Dynamics in Bullying

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