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The Effect of Bullying on Children at School

I have chosen to discuss this issue because, as a parent, I have an interest in this particular area. Introduction. Some students are involved in bullying at some time during their school days. They may be bullied themselves, they may bully someone else, or they may see a friend being bullied. Concerns constantly arise as recent research into the effects of bullying clearly indicates that bullying can seriously affect children’s social, physical and psychological well-being and academic achievement. As a parent, this is something that has personal implications. Families do not want their children growing up afraid of going to school or worrying whether they are being bullied or become a bully themselves. The problem of bullying is not only in the United Kingdom but is a worldwide issue.

Stories about children who have been bullied have written in their own words how they suffer. Some lives have been blighted by bullying and some of the children’s childhoods effectively destroyed. Stories about how children took their lives and who were otherwise happy kids but had been pushed too far were deeply upsetting. Although it wasn’t only the bullied children, who were affected, it was the bystanders too. Those children who witness regular violence, threats, verbal abuse, and more in their own school halls and out of the school live in fear that they might be next. They fear that they will fall out of favour if they stand up for a bullied child and resist joining in.

Initiatives have been created over the past years by local authorities, central government and charities to help children cope and find solutions to tackle bullying in schools. In many cases, this will be a passing incident which the child copes with, but in some cases, the effects can be serious and very upsetting for the child and parents. Children are now empowered to stand for themselves or find support when backed into a situation they feel they can sort out. It is argued that problems with free time for children today are so used to computer-based activities that they don’t know to play without a computer or other equipment. In addition, using this technology stops the children from using social interaction skills with classmates. However, it may have some impact on children’s behaviours.

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Schools should have created environments in which children will feel happy and secure. This is because children learn most effectively in happy and safe atmospheres. It is argued that the learning environment has effects on children’s behaviour. All schools must have behaviour management policies and a code of conduct. It may affect pupils’ attitudes, which is encouraged, so children treat each other with respect and kindness. To stop bullying and deal with the covert nature of bullying, teachers, parents, and pupils must work together to reduce bullying in schools.

What is bullying. Bullying is persistent as well as unwanted behaviour and form of aggression. Bullying is a big problem in education. With so many children being closely involved together on a day-to-day basis, some bullying often occurs. Bullying is when one person or a group of people repeatedly huts someone else. Bullying involves hurting someone who is then weaker or less secure. There are many types of bullying, which usually involve more teasing than hitting. Bullying is often done on purpose, and it can happen anywhere, such as at school, in the park, on a sports team, or even at home. Often the person being bullied has a hard time defending them.

The distinction between bullying and another type of aggressive behaviour can be seen in the various definitions used in research. One commonly used definition of harassment. It is being bullied or victimized; Bullying is a behaviour which know how to be defined as the repeated assault, physical, social or verbal in nature, and also harassment attracts on others. Bullying uses the advantage of power to cause physical, emotional or intellectual hurt against someone’s feeling of consent. Bullying is the fact that the behaviour takes place within the context or regular contract between the individuals concerned. Dan Olweus in Norway. According to his definition; A student is being bullied or victimized when they are exposed, repeatedly and over time, to negative action on the part of one or more other students’ (Olweus, 1993 p.9)

The word bullying is used to describe many diffident types of behaviour, from teasing or deliberately leaving an individual out of the social gatherings or ignoring them. Moreover, it involves serious assaults and abuse within the contents of students. Occasionally it is an individual who is performing the bullying, and something con is a group. Bullying is not easy to classify. Sometimes it involves hitting, kicking but threats, treating, and taunting are more common and can be hurtful. The person being bullied is picked on again and again, on occasion for a very long time. Children face being bullied because she or she cannot or will not defend themselves.

The important thing is not the action but the affect on the children who have witnessed bullying in their schools aerates. It should not underestimate the fear that a bullied child feels. Bullying for a while start when people pick on something, we all have different hair colour and weight. Some people might get picked on because they are seen as different. It could be the colour of their skin or how you are performing in school or because they seem cleverer than others, or how you look. This is something no one should be humiliated with. Research shows that children with disabilities like partially sighted or learning difficulty, etc., are at threat of bullying than their peers.

Type of bullying. Bullying can be catalogued into several different types, which is useful in analyzing the particular type of bullying that child may be experiencing. Some are more subversive than others and more difficult to identify. Bullying is used power to hurt or reject individuals. Different types of bullying. Physical bullying. This is the main well-known type of bullying, as well as the easiest to track. Because it may be identified as a black eye or a broken limb is fairly clear proof that person has been bullied. On the other hand, young children tend to bully physically; they do not generally cause serious bodily damage. Most physical bullying is intended only to embarrass and humiliate the victim. This type of bullying is considered direct in that it is directed obviously and with intent to the victim. It can include any physical harm, such as hair pulling, hitting, teasing, and taunting, which is more ordinary and damaged.

Verbal bullying. This is when someone calls another person nasty names or teases them, or cruelly jokes about them. These particular behaviours can hurt someone’s emotions. This kind of teasing and name-calling is mainly nasty; it is about someone’s race or religion, or about what close they warren, the way people look. Indirect verbal bullying. This kind of bullying is cruel or brutal comments behind a victim’s back; this is deliberate for them to overhear unfair or hurtful notes or letters, graffiti and spreading rumours. Girls, in particular, tend to use this tactic rather than boys.

What causes bullying? Several diverse or different factors have been identified to make young’s it became bully Young children who bully sometimes grow up to have problems with relationships. Bullies frequently copy the behaviour they see on their life, violent on the road or experience at home. Children are not born bullies, same who bullies are made. They may have a parent who is aggressive and violent behaviour. These children may come from homes where there is a lack of worth and efficiency.

Social facture such as the rising in the divorce rate, work demand, low incomes, etc. Those factors have an affect on children’s behaviours, often turn to bully as a release. It argued that children who are safari from bullying became bulled themselves. However, studies suggest that young children raised in a secure environment with normal caring families rarely become bullies or suffer from it.

What can be done about bullying? The different schoolss have a different ways of dealing with bullying. Schools that aspire to address this problem have a variety of avenues to pursue. First, the school can introduce a code of conduct, a school disciplinary policy with a clear set of rules and guidelines that should make it possible for all schools to work together, secure and creative. This is because, since September 1999, the government has made all schools have Anti-bullying police. Second, the school needs to create a school approach to bullying by establishing an awareness of the bullying problem. Awareness of bullying broth within and outside of the school can help decrease bullying behaviour. In addition to increased school safety features such as video, monitoring can provide more protection to students.

It would follow that bullying can be reduced by creating a more stimulating and interesting environment for children outside the classrooms and within. It has been observed that playgroups have changed little, or not at all, over the last fifty years despite the profound technological change in society; sometimes these have led to improvements in the classroom but rarely outside. ( Rigby K 1996 p178) The anti-bullying Alliance was established in July 2002 by NSPCC and NCB and jointly 68 organizations into one association to reduce a safe atmosphere in which children be able to live, grow, and learn. Anti-bullying week is all about raising alertness to the serious issues of bullying.

The student should be encouraged to report incidents of bullying that children who are bullied receive protection and support. In the classroom, teachers may use stories or discussions to increase awareness of bullying, and bully courts can address bullying issues. All children and young people must become aware of what is bullying and how their action affects the lives of others. Encouraged the development of social and moral alertness is the responsibility of both home and school.

What to do if you are being bullied. Hoping that bullying somehow goes away will not work. The situation will almost certainly worsen if you stay quiet because the bully realizes that they can get away with it. If you are being bullied, you want it to stop; you must tell a staff member that you get on well. Young children who have been bullied need the help of their families and school. No one can be capable of deal with being bullied on their own—effect of bullying. Bullying can seriously frighten and makes them miserable. They often blame themselves a persistently bullied child may lose self-confidence. Pupils’ who are being bullied may be unable to learn effectively; bullying can affect student achievement and attendance.

Conclusion. Bullying is a well-known problem in social mainly in school, and many children see or experience cruelty in school. Bullying is a destructive social problem that needs consideration; it is a serious problem that puts the emotional well-being and educational achievement of pupils at risk. Bullying is a serious difficulty for those who involve in, so this can considerably affect the ability of students to improve academically and within society; a comprehensive involvement plan that involves all students, families, and school staff is required to ensure that all students can gain knowledge in a safe and fear-free atmosphere. All schools should treat bullying seriously and take steps to combat it promptly and firmly whenever and wherever it occurs.

Schools have the liability for creating a safe place for students. Furthermore, the public has the right to be educated in an atmosphere that is free from freighting. Greater awareness of the issues and community-wide focus on prevention can being to secure those schools is a safe place to learn can be pleasing. Schools must have measures in place to promote good behaviour and value for others on the part of pupils and prevent all forms of bullying. To tackle bullying, schools need to use strategies such as providing comprehensive practical guidance documents and regional advisers with expertise in bullying. Whatever the reason, it’s important to remember that bullying is not normal; furthermore, no one should be desired to be bullied.

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* Direct verbal bullying, e.g. name-calling, insults, homophobic or racist remarks, verbal abuse.

* Indirect bullying – This form of bullying is harder to recognize and often carried out behind the bullied

Bullying is on the increase. One UK study of 13,000 pupils by Exeter University found that up to 33 percent of 11 to 16-year-olds are bullied severely and that attending school was becoming a genuine concern for them. Earlier studies show that these figures show an increase from 20 percent. So why is bullying increasing? The answer seems to lie in the state of society and with the family in particular.

Studies suggest that children brought up in a secure environment with normal caring families rarely become bullies or suffer from it. Often, where children feel rejected by their parents, they express their frustration and rejection in the form of bullying, be it physical or psychological. Social factors such as the increase in the divorce rate, work demands, low incomes, etc., are all having an affect on young people who often turn to bully as a release.

How much bullying is going on? A Psychology Department study by Sheffield University UK found that approximately 10 percent of pupils in primary schools reported being bullied at least once a week (A 4 percent report of bullying in secondary schools). If these figures are extrapolated, then up to 350,000 school children in the age range 8 to 12 years and over 100,000 secondary school children are being bullied in some form or another, at least once a week. So there is a problem. No one deserves to be bullied.

Nearly everyone is bullied at some time in their lives: by brothers or sisters, neighbours, adults or other children. It can be carried out by an individual, group, or, in some cases, a teacher. If you are being bullied, you may feel scared, vulnerable and quite alone, but you owe it to yourself to stop the bullying. Remember, no one deserves to be bullied. However, bullying isn’t always deliberate, and bullies are not always aware of the pain and upset they cause.

We are all different. Some people are tall; some are short. We all have different hair colours and different colour eyes. Some people might get picked on because they are seen as ‘different.’ It could be the colour of their skin or because of a disability like being blind or partially sighted – or because they seem cleverer than others blind or partially sighted – or because they seem cleverer than others What’s it like being bullied? Bullying hurts. It can make you feel scared and upset. It can make you too scared to want to go to school. It can make you feel like something is wrong with you and that you deserve to be bullied. (Remember, no one deserves to be bullied.)

Tackling cyberbullying. Mobile, Internet and wireless technologies have increased the pace of communication and brought benefits to users worldwide. But their popularity provides increasing opportunities for misuse through ‘cyberbullying.’ It’s crucial that children and young people, who are particularly skilful at adapting to new technology, use their mobiles and the Internet safely and positively and that they are aware of the consequences of misuse. School staff, parents and young people have to be constantly vigilant and work together to prevent this form of bullying and tackle it wherever it appears.

The advent of cyberbullying adds new dimensions to the problem of bullying. Unlike other forms of bullying, cyberbullying can follow children and young people into their private spaces and outside school hours; there is no haven for bullying. In addition, cyberbullies can communicate their messages to a wide audience with remarkable speed and can often rem.

WHAT CAN BE DONE ABOUT BULLYING? Schools that wish to address this problem have a variety of avenues to pursue. First, the school can introduce a code of conduct, a whole-school disciplinary policy with a clearly spelled out set of rules and regulations that should make it possible for all school personnel to work together safely and productively. It should state clearly, with examples, what is good and bad behavior along with respective rewards and sanctions. Second, the school needs to establish a whole-school approach to bullying by establishing an awareness of the bullying problem. Third, the school needs to evaluate how friendly it is toward bullying. Awareness of bullying both within and outside of the school can help reduce the activity.

Also, increased school safety features, such as video monitoring, can provide more protection to students. Students should be encouraged to report incidents of bullying by promising the students anonymity. The school should develop a student watch program by training student volunteers to patrol and report instances of bullying. In the classroom, teachers may use stories and drama to increase awareness of bullying, and bully courts can address bullying issues. The school should provide students with problem-solving approaches, which include conflict resolution training, conflict management and quality circles. All of these can be positive ways of addressing inappropriate behavior. These activities make the school safer and let students know that bullying violates children’s rights.

What can PARENTS do to help? As a parent, be aware of whether your school has a bullying policy and whether the school staff takes a united stand against bullying. If there is no bullying policy, and you suspect that peers are victimizing your child, take an active role in setting up a policy for bullying in your school system and at the particular school your child attends. Try your best to work in harmony with principals, teachers and other school staff and not oppose them. Their perspectives may be different as their roles towards your child are different from yours: But in the end, you are waging a battle on which you are all on the same side. Listening to what principles, teachers, and other school staff have to say based on their experience is as important as making your voice heard. For

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell Publishers
  • Rigby, K. (1996) Bullying in Schools and what we can do about it

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