School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention

Sánchez, Isabel Martínez; Martínez, Rosa Goig; González, Daniel González; Rodríguez, José Álvarez

doi:10.3390/ijerph16050750

Cited by 7 publications

(4 citation statements)

References 38 publications

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“…The key to reducing bullying in schools lies in improving the school environment through methods including education and disposal [35]. It has also been documented that a comprehensive approach combining school-wide bullying prevention programs and targeted interventions for individual students was necessary to effectively mitigate the risk of bullying victimization [36]. In order to effectively prevent bullying in schools, China's Ministry of Education issued the Work Programme for Special Control Actions to Prevent Bullying among Primary and Secondary School Students in 2021.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province

Tian,

Yang,

Huang

et al. 2023

Behavioral Sciences

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(1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students’ bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school’s bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71–0.99, p < 0.05). Establishing bullying disposal procedures was not significantly associated with multiple bullying victimization rates (OR = 0.89, 95%CI: 0.73–1.09, p > 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools.

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Section: Discussionmentioning

confidence: 99%

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province

Tian,

Yang,

Huang

et al. 2023

Behavioral Sciences

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“…Overweight and obese individuals also face an increased likelihood of being victims of bullying, as evidenced by studies (VanGeel et al, 2014). The quality of an individual's relationships with their environment, including peers and parents, serves as an indicator of susceptibility to school bullying, with acceptance in school potentially acting as a protective factor against bullying (Martínez Sánchez et al, 2019). Moreover, factors such as age, gender, coping skills, family environment, and the presence of psychiatric disorders have been identified as related influences on bullying behaviours, as indicated by various studies (Halabi et al, 2018;Khamis, 2015) One key observation is that while adults, such as those conducting research for the WHO, might attribute problems and risks to a lack of communication or understanding, young people can interpret behaviour from a completely different perspective.…”

Section: Individual Factormentioning

confidence: 99%

Exploring students' perceptions of bullying: a case study in a Malaysian higher education institution

Nik Sarina,

Nurhuda,

Atirah

et al. 2024

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Recognized as a significant source of trauma for adolescents, bullying necessitates an ecological framework to achieve a comprehensive understanding. Thus, this study pursued three main objectives: evaluating students' perceptions of bullying in a higher learning institution, analyzing influencing factors, and comparing perceptions between male and female students. To gather the required data, questionnaires were administered to a sample of students from an institution. Out of a total student population of 6190, 361 questionnaires were distributed, resulting in a 41% response rate. The results indicated a high perception of bullying occurrence. Peer pressure emerged as the most influential factor, obtaining the highest agreement with an average rating of 4.41, emphasizing its significance. The family factor ranked second at 4.07, while the individual factor received the lowest mean rating at 3.91. Meanwhile, no significant gender impact was observed. A key recommendation for future research is for students to proactively address bullying by reporting incidents, asserting their rights, and avoiding silence to prevent potential mental and physical health issues. Cultivating friendships is crucial, and parents should focus on bonding with their children to deter bullying. Boosting self-esteem is another vital measure to reduce the likelihood of becoming a target for bullies. Given the absence of gender-based distinctions in bullying, higher educational institutions should actively promote awareness about bullying for all students, regardless of gender.

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“…Social support is associated with lower levels of violent behavior in schoolchildren, with family support being the strongest predictor (Šmigelskas et al, 2018). Acceptance in school is a protective factor against victimization, and prevention interventions should focus on educational centers and involve all educational communities (Sánchez et al, 2019).…”

Section: Institutional Factors (School)mentioning

confidence: 99%

Determinants of Violence Against Children in Indonesia: A Literature Review

Amalia

2023

jika

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Violence against children is a public health issue that has implications on a child's health and well-being throughout their lifetime. To prevent violence, it is important to understand the factors associated with violence against children. This literature review aims to determine these factors in Indonesia. A total of 1,025 articles published between 2018-2022 were screened from Garuda, Google Scholar, and DOAJ databases. After applying specific criteria and objectives, 16 articles were selected for this review. This review highlights that there are individual, interpersonal, community, and institutional factors that contribute to violence against children. The individual factors that contribute to violence against children include children's knowledge and attitudes, while interpersonal factors such as parental characteristics and the quality of parent-child relationships. Parental characteristics including education, occupation, socio-economic status, and knowledge, as well as the parent-child relationship in terms of parenting and family environment. Community factor is described through the influence of social media. Institutional factors in schools include the traditional bullying practices, the lack of standard operating procedures, and the social environment. It is essential to consider these factors when developing strategies to prevent violence against children in Indonesia.

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School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention

Cited by 7 publications

References 38 publications

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students’ Bullying Behavior in Jiangsu Province

Exploring students' perceptions of bullying: a case study in a Malaysian higher education institution

Determinants of Violence Against Children in Indonesia: A Literature Review

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