Reducing Bullying In Primary School Playgrounds: Policy Recommendations

HPS202 Child and Adolescent Development

What is Bullying and Its Impact on Primary Children?

Bullying is defined as the prolonged infliction of physical pain and/or psychological pressure on another individual due to the inequality of power (Wolke & Lereya, 2015). Statistics indicate that about one in four children aged 4 to 9 years’ experience routine bullying, which significantly affects them both emotionally and psychologically (Victoria State Government, 2013). This brief aims at reducing bullying in primary school playgrounds as a way of minimizing the negative impacts of bullying through two concrete policy recommendations.

Bullying among primary children leads to stress, intimidation and physical injury (Price, & Dalgleish, 2010). Substantial long-term impacts include anxiety, hopelessness, low self-esteem, suicidality and psychiatric problems (Commissioner for Children and Young People, 2011). The study by Coffin, Larson, and Cross (2010) has also indicated that young children are more prone to the incidences of bullying and its negative impact.

What: Bullying among primary children has been found to have a substantial impact on the social and emotional aspects. Studies have indicated that children aged between 6 and 12 years when bullied lead to the development of feelings of low self-esteem, deeper anxiety and humiliation. Moreover, bullying destroys self-confidence which also leads to low self-esteem (Murphy, Downes, & Norman, 2017). The study also found out that bullied victims are not likely to disclose their experience but will instead indicate their suffering through the changes in mood and behaviour. Extreme incidences of bullying have also been attributed to suicidal behaviours if not assessed and controlled in time. For instance, such individuals are likely to develop an anti-social personality, the possibility of drug abuse, not law-abiding in their adulthood and low educational and professional achievement (Wolke & Lereya, 2015). The study by Ttofi, Farrington, and Lösel (2012) examined the effects and features of bullying in a school context and found out that bullying affected both the bully and the bullied by increasing their risk of mental and behavioural problems.

• Depression

A study by the National Institutes of Health asserted that bullying, be it through electronic devices or traditional school bullying, resulted in depression. This is because the bullying makes the victims feel more secluded, desensitised or helpless during the attack (Shriver, 2010). Zwierzynska, Wolke, and Lereya (2013) conducted a study on depression disorder or anxiety disorder by assessing their association with internalizing problems among adolescents. The authors found out that peer victimization in childhood led to the internalization of problems even in early adolescence which further escalated depression levels. Additionally, Arseneault et al. (2008) assessed twins discordant for victimization and found out that the victims of bullying a higher risk of internalization of problems and hence depression compared to those with minimal experiences of depression.

• Delinquent Behavioural Changes and Mental Health problems

Long-Term Impacts of Bullying on Primary Children

Bullying has also been found to cause delinquent behavioural changes such as violence and somatic and mental health problems. Studies have shown that children with aggressive behaviours are more likely to undergo bullying (Gini & Pozzoli, 2009). As a result, children that are anxious and depressed send indications that they are easy targets and are likely to be easy targets and are not likely to retaliate when bullied. On the other hand, aggressive toddlers may attract hostility from other children. Thus, behavioural changes which attract or keep away bullying are significantly determined by one’s own characteristics. Prolonged effects of bullying such as depression and behavioural change due to internalizing and externalizing problems are likely to lead to mental complications (Cook, Williams, Guerra, Kim, & Sadek, 2010).

• Age

Previous research has shown an increase in victimization with the decrease in age and school grade for traditional bullying. Merrill and Hanson (2016) found out that children who had bullying experiences while 8 and 15 years were more likely to suffer from the consequences such as drug abuse and delinquent behaviours in their adulthood compared to those that had single experiences in either eight or fifteen years. Research has also shown that bullying is at maximum towards the end of middle school and at the start of the ninth grade, but reduces thereafter (Perren, Dooley, Shaw, & Cross, 2010).

• Gender

Studies in different settings have shown that males are at a greater risk of undergoing traditional bullying compared to females. For instance, Brown, Riley, Butchart, and Kann (2008) carried out a research on bullying among eight African countries and found out that bullying was much more prevalent among boys than girls in the form of physical fighting, substance abuse, mental health and suicide ideation among others. Bullying in the form of verbal and rumour was much prevalent among females than males according to Cook, Williams, Guerra, Kim, and Sadek (2010).

The two key challenges associated with bullying during policy implementation or lack of appropriate action include first, the possibility of non-law abiding adults in the future which is a threat to the community and government security. Secondly, distinguishing between bullying and other forms of student conflict. Research has indicated that bullying experiences among toddlers affect their behaviour and mental health in adulthood (Perren, Dooley, Shaw, & Cross, 2010). Such adults are likely to be victims of substance abuse, violence and not law abiding. Sullivan (2009) found out that bullies manifested delinquent behaviours and carried violence of different forms by the eighth grade.  The other likely challenge is the distinction between bullying and other types of verbal and social aggression according to the varying institutional policies. The prevention of bullying first requires identification in order to substantiate bullying incidents and take relevant action. This process is a challenge because the aggressors in most cases conceal their behaviours, there is hesitancy among the victims to report, and the difficulty in the interpretation of complex social associations among students by the staff (EMT Associates, 2013).

The Challenges Associated with Bullying during Policy Implementation

•    Clear communication of school policies and procedures

Communication of policy is vital to ensure that every member of the institutions’ community has a proper understanding of the definition of bullying, cognizant of the roles in undertaking policy expectations, and comprehend the consequences of the violation of school policies on bullying (Lerman, 2010). There should be clear communication with parents through the schools through the use of appropriate strategies to notify the parents on the school bullying policies and reporting procedures. The schools can achieve this by publishing bullying policies and procedures in the student and parent handbooks which are then distributed to them at the start of each calendar year. Additionally, signatures of parents might be required as an acknowledgement of reviewing and reading the school codes of conduct with their children. A similar approach should also be taken in educating the students of the school bullying policies and behaviour expectations on a routine basis (EMT Associates, 2013).

It should be a state requirement in Victoria that all school employees undergo professional development in the prevention and management of bullying and the resulting consequences. These can be accomplished by reviewing all school procedures that are relevant to bullying which can be carried out as part of staff in-service training at the commencement of the school year. More in-depth training can be conducted through focused reviews of bullying definitions and procedures. This can be done by using a formal training curriculum and the use of materials such as PowerPoint and videos. The content should mainly focus on the identification, management and prevention of bullying (NEA Human and Civil Rights Center for Advocacy, 2012; EMT Associates, 2013).

“Stop a bully” is an anti-bullying programme that is nationally registered in Canada and was initiated by B.C. teacher Trevor Knowlton in 2009. The program gives any student who is a witness or victim of any kind of bullying to safely report the details of the activity to the school administration without identifying himself or herself. The program can be used by any student in any school for free. The initiative helps promote bullying awareness and accountability within institutions thus enabling the relevant school staff to be more proactive in the prevention of the escalation of bullying incidences. The online reporting system ensures anonymity to the reporters, thus encouraging reporting of incidences and promoting the ability of the institutions to address incidences of bullying in a timely manner by providing in-depth reports of bullying. Furthermore, the “stop a bully” programme is significant in the development of education and prevention strategies that are aimed at addressing specific types of bullying (Stop a Bully, n.d). However, the programme has limitations in that its use will depend on its acceptance or rejection by the school leadership and staff. Overall, the program is suitable for primary school students over six years because they have basic computer knowledge and doesn’t attract any cost. Moreover, parents can also use it to anonymously report to the school administration once they receive such information from their children.

Communication of Policy to Prevent and Manage Bullying

Reference

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