Prevalence and correlates of bullying and victimization among school students in rural Egypt

Abstract

Objectives: Knowledge on risk factors of bullying and victimization among school students is crucial for the implementation of preventive measures. This study was conducted to determine the prevalence and correlates of school bullying and victimization and their association with behavioral disorders among preparatory and secondary school students in rural Egypt. Study design: Cross-sectional Methods: A total of 476 students from two mixed public schools in rural Egypt (one preparatory and one secondary) were enrolled. A pretested self-administered questionnaire was used to collect sociodemographic characteristics and correlates of bullying and victimization including personal and social, family, school, and community factors. Frequency of bullying and victimization was measured using the short version aggression and victimization scale. The Strengths and Difficulties Questionnaire (SDQ) was used for screening behavioral problems. Results: Prevalence of bullying behavior was high (77.8%) among the studied group, of those 9.5% were unique bullies, 10.5% were unique victims, and 57.8% were bully-victims. On multivariate logistic regression analysis, failure in previous scholastic years (OR = 11.1, 95% CI 1.1-101.4, P = 0.033), witnessing family members using weapons (OR = 6.1, 95% CI 1.1-34.0, P = 0.038), male gender (OR = 2.3, 95% CI 1.1-5.0, P = 0.027), and mothers' education (university or higher) (OR = 0.1, 95% CI 0.02-0.7, P = 0.017) remained the significant predictors for bullying. However, only having a drug addict friend (OR 2.5, 95% CI 1.1-5.4, P = 0.025) was the significant predictor for victimization. The independent predictors for being bully-victims in order of importance were exposure to physical violence in the street (OR = 5.1, 95% CI 1.2-22.7, P = 0.031), male gender (OR = 3.2, 95% CI 1.8-5.6, P < 0.001), witnessing fights (OR = 3.1, 95% CI 1.7-5.7, P < 0.001) and insulting words (OR = 2.5, 95% CI 1.3-4.7, P = 0.007) among family members, exposure to insulting words in the street (OR = 2.1, 95% CI 1.2-3.7, P = 0.010), watching violent movies (OR = 2.0, 95% CI 1.2-3.4, P = 0.008), and younger age (OR = 0.7, 95% CI 0.6-0.8, P < 0.001). The self-reported SDQ revealed that the conduct problems scale scored significantly higher among bully-victims (2.8 ± 1.7 vs. 2.3 ± 1.6, P = 0.004). Conclusions: Prevalence of bullying behavior was high among rural adolescent school students. Establishment of a bullying prevention committee at school including all school personnel for addressing different factors associated with bullying behavior is recommended. Further follow-up and psychiatric assessment of students for predicting those prone to behavioral abnormalities are also recommended.

Prevalence of bullying and victimization among primary school students of higher grades in Riyadh: a cross-sectional study

“…Differently, the findings of an Egyptian study revealed a markedly high prevalence (77.8%) of bullying behavior among adolescent rural school students [28], and such high rates of violence were also detected by another study conducted among elementary school children [29]. Such variations in prevalence across countries could be attributed to the methodological and cultural differences in defining the problem and also to variations in target populations and the instruments used.…”

Prevalence of Bullying and Victimization Among Primary School Students of Higher Grades in Riyadh: a cross-sectional study

“…Moreover, a national survey conducted in 40 western countries [27] reported rates of involvement in all the three groups of bullying (bullies, victims, bully-victims) combined at ranging from 4.8 to 45.2%. Differently, the ndings of an Egyptian study revealed a markedly high prevalence (77.8%) of bullying behavior among adolescent rural school students [28], and such high rates of violence were also detected by another study conducted among elementary school children [29]. Such variations in prevalence across countries could be attributed to the methodological and cultural differences in de ning the problem and also to variations in target populations and the instruments used.…”

Bullying Among Primary School Students: Parental Involvement and Teachers’ Perceptions

“…Interactions in Primary School Questionnaire (PIPSQ): it is used in school age children to collect information on both direct and indirect bullying (bully scale contains 10 items) and victimization (victim scale contains 12 items). Each item describes a different behavior, and the respondent is asked to detect the frequency with which this behavior occurred even with any response greater than or equal to one day over the previous month (Galal et al, 2019). The investigator designed to be understood by third-grade students by using the Flesch-Kincaid standard.…”