Early adolescent bystanders' experiences of school bullying in a South African school

Abstract

Bystanders of school bullying are relatively under-researched in the literature on bullying because most studies in this area focus primarily on bullies or on the direct victims of bullying. In this study, we aimed to explore the lived experience of early adolescent bystanders who witnessed bullying in a South African school. We followed a qualitative research approach and adopted a phenomenological research design. We purposefully selected 10 early adolescent bystanders to participate in the study. We recorded the interviews that were then transcribed. We used inductive thematic analysis to analyse the qualitative data. The findings of this study revealed the various emotional and behavioural reactions of bystanders to witnessing school bullying. We recommend that anti-bullying programs be included in the curriculum so that teachers and school psychologists can emphasise the negative impacts of bullying that include psychological, educational, and emotional consequences on everyone who is exposed to it.

Adolescent Patients’experiences of Mental Disorders Related to School Bullying

“…A diary is not only for the medical staff to refer to but also to allow patients to vent their anger, providing the basis for the treatment of the disease. 27 At the same time, when patients are emotionally unstable, upset, or anxious, nursing staff can teach patients deep breathing, meditation, and other relaxation techniques. Additional means, such as chess competitions and other entertainment, may also be used to divert attention and improve mood.…”

A reciprocal relationship between parental maltreatment and child bullying perpetration in China

“…The bullying perpetrators were found to show stronger general aggression than others, and they were more likely to perpetrate other forms of antisocial behavior and externalizing problems during adulthood (such as stealing, intimate partner violence, substance addiction, and delinquency; Falb et al., 2011; Gibb et al., 2011; Hay et al., 2010; Hemphill et al., 2011, 2014; Walters & Espelage, 2019). Moreover, students who witnessed peer bullying, although not directly involved, experienced higher mental health risks and social maladjustment (Adewoye & Plessis, 2021; Boyes et al., 2014; Lambe et al., 2017; Midgett & Doumas, 2019). Given the long‐term harmful effects of school bullying on children and adolescents (Klomek et al., 2015; Takizawa et al., 2014), it is critical to examine factors associated with child bullying perpetration, which may contribute to anti‐bullying education and promote children's psychological health.…”