School bulling. Teacher interpretation schemes and conceptualizations

Abstract

School bullying has been a perennial phenomenon and in recent years several studies have been conducted to investigate its consequences on those involved. School bullying is defined as a form of aggressive behavior in which one or more students engage in physical or psychological violence against a student repeatedly and for a long time, consciously, to cause physical or mental pain. The purpose of our research is to investigate the interpretations of Primary education teachers in the island of Lesvos. We use symbolic interaction to interpret the meanings that are produced, exchanged, and intertwined in the social context of school. In the present study, the qualitative method was used, its main feature being the interpretive and naturalistic approach to social reality. Teachers, as actors subject to a structurally defined environment of school bullying interpretations, have incomplete knowledge of its conceptualization, but 'established' criteria for discriminating and delimiting 'divergent' behavior, which can, however, raise problems in terms of categorization.

School Discipline and Greek Education: Conceptualizations and Ideological Implications

“…The association between discipline and educational practices is not solely concerned with a particular educational system and its implementation time and space. However, it is part of a broader context of globalized comparable educational policies (Giavrimis, 2022b).…”

Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts

“…School violence is a global problem affecting millions of children worldwide ( Smith, 2002 ; Liang et al, 2007 ; Khoury-Kassabri et al, 2009 ; Murray-Harvey and Slee, 2010 ; Chen and Astor, 2012 ; Robers et al, 2012 ; UNICEF, 2014 ; Jiménez, 2019 ; UNESCO, 2019 ; Giavrimis, 2020 ). While the UN in the Convention on the Rights of Persons with Disabilities ( United Nations, 2007 ) reaffirmed the international commitment to provide quality and inclusive primary and secondary education on an equal basis with others, much research shows that the most vulnerable groups, such as students with disabilities, are at greater risk of violence in mainstream schools ( Reiter et al, 2007 ; Sentenac et al, 2011 ; Devries et al, 2014 ; European Parliament, 2015 ; Malecki et al, 2020 ).…”

Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools

“…For these reasons, the research on school violence has increased in the recent decade, constituting a key challenge for schools around the world (Spink, 2005;Court, 2006;Vives, 2014;Becerra et al, 2015;Abu-Nimer and Nasser, 2017;Akyuz et al, 2017;Giavrimis, 2020;Gonzalez et al, 2020;Jurges et al, 2020;Martinez et al, 2020;Ngabirano et al, 2020;Roulston and Cook, 2020;Valero-Valenzuela et al, 2020;Viejo et al, 2020;Wynn et al, 2020).…”