The experience of bullying among secondary school students

Abstract

The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have important implications for antibullying interventions. C 2010 Wiley Periodicals, Inc.

Gender Differences in Bullying and Victimization Among Early Adolescents in Jordan

“…Additionally, victims often don't tell anyone that they are bullied, because they are not confident that others will take it seriously or they fear retaliation (Athanasiades & Deliyanni-Kouimtzis, 2010). Available Online at: http://grdspublishing.org/ Limitations of this study include its interest only in traditional bullying.…”

Adolescents’ psychological well-being and self-esteem in the context of relationships at school

“…Supportive relationships with teachers, classroom climate and teachers' attitude towards students, in addition to feeling safe and connected to the school, can provide pupils with the environmental and social support that is essential for mental health (Glover et al 2000;Pianta 2002). On the other hand, findings from a qualitative study by Athanasiades and Deliyanni-Kouimtzis (2010) have suggested that pupils do not perceive teachers as being supportive and portray them as indifferent toward bullying and ineffective in their interventions. Relationships with peers have also been found to play a critical role in the development of social skills and feelings that are necessary for personal growth and social adjustment (La Greca and Lopez 1998).…”

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