Bullying In Schools

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Bullying is extremely prevalent in schools these days; many students have an online presence and the feeling of being anonymous and invincible behind a computer screen is beginning to spread into classrooms. While there has been a push to establish prevention and intervention systems for bullying within schools, it is a behavior that continues to exist within schools across the nation and the world. On a smaller scale, students in classrooms—mine specifically—are continuing to be incredibly mean-spirited and cruel to one another. Recently, I have been noticing that the small-level interventions I have been trying with my students have not been effective. No matter what I say or the pre-correcting I try to administer, students still display…show more content…
Jenkins, Demaray, and Tennant (2017), discuss the characteristics of students who are in each of these three roles. They examined the social, emotional, and cognitive characteristics of the bullies, defenders, and victims in males and females. It is essential for teachers and staff members to recognize the specific characteristics that exist in their students when they participate in any one of the three roles during a bullying scenario. If students are able to identify their social, emotional, and cognitive states and whether they are a bully, victim, or defender, the educators will be able to better tailor anti-bullying programs to the needs of the students. There are consistencies within my classroom of which role each student often takes on during a bullying scenario. My goal for my students, is not only to eliminate the bullying…show more content…
I feel that if students understand the “why” behind the intervention they will be more likely to gain meaning from the learning and feel a true push to make change in their lives. The victims and the bullies in my 4th period math class are often the same students. The students in my classroom do not often trade off roles, but depending on one students’ emotions, the class can take a very negative turn. Victims often experience psychosocial maladjustments due to the bullying they experience (Hawker & Boulton, 2000). Due to one of my students being targeted consistently, sometimes by more than one bully in the classroom, I find it incredibly necessary to begin an anti-bullying program in my classroom. Individuals who find themselves to be the victims of bullying behavior often report feeling depressed, lonely, and socially anxious (Hawker & Boulton, 2000). It is this research that motivates my choice of an intervention surrounding this issue in my classroom. I cannot jeopardize the emotional health of the students in my classroom who are often targets of bullying behavior.Jolliffe and Farrington (2011), completed a meta-analysis looking at the connection between bullying and empathy. Students who participate in frequent bullying behaviors were more likely to have a lower score on the empathy assessment. My student who

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