Bullying as a Barrier to Inclusive Education - Coursework Example

Bullying as a barrier to inclusive education Inclusion poses a big challenge to school systems globally. In countries that are economically poor, the problem is even more severe and there are millions of children who might never access education while in developed countries, there are many youngsters who leave the education systems with no tangible qualifications, while others are placed in different forms of specialized provisions away from mainstream educational experiences. Others simply choose to leave the educational system deeming it irrelevant to their lives. Bullying is sadly an ignored barrier to inclusive education. Bullying can no longer be ignored and more particularly with regard to its role in impeding attainment of inclusive education. Today, bullying is more pervasive and lethal than it has ever been. It is sad to see students losing their lives in the hands of fellow students who are supposed to be their friends and brothers. Even more saddening as McAdams, Charles & Christopher (2012) reports, parents have had to withdraw their children from some schools, thanks to the actions of bullies. In essence, it is no myth that bullying exerts a terrible toll on overall school community, be it the targets, perpetrators, and bystanders. It robs students off opportunity to learn, in addition to inflicting emotional scars which affect their overall stand within an educational institution. McAdams, Charles & Christopher (2012) in attempting to create a link between bullying in schools and exclusion notes that, “Safety of kids at school really has a strong effect on how well they will learn. When kids feel safe at school, they have a positive learning environment that allows them to focus wholly on their academics, in turn, producing better grades. When kids are bullying or being bullied in school, their attention slips away from their studies and their academic achievement is directly affected (McAdams, Charles & Christopher, 2012, 112).” Bullying as a barrier to inclusive education is however hugely misunderstood. Many think of bullying in schools in terms of a generic picture where a big, scary boy approaches a younger, punier child and makes demands such as, “Give me your lunch!”, proceeds to turn the victim upside down, empties his pockets and back-pack for lunch money and any stacks. This is however just a rudimentary image of bullying; in essence, bullying is not always as simple as it looks, and it does not necessarily have to involve physical violence to be considered bullying. There are multiple forms of bullying which ultimately bar achievement of inclusive education. According to Milsom & Gallo (2006), bullying can be physical, verbal or relation. Physical bullies, as the name suggests inflicting physical to others. They hit, kick, punch, shove, or use other physical exertion of energy towards fellow students and hence scare them from wholesome involvement in school activities or away from the school altogether. On the other hand, Verbal bullies use harsh words including name-calling, insults, racial comments, or comments on physical appearance and conditions (McAdams, Charles & Christopher, 2012). They use this to degrade their compatriots. Relational bullies however act by singling their victims from their peer group. This is done through verbal threats or spreading of undesirable rumors about victims. While these kinds of bullying are non-stereotypical pictures coming to mind when thinking of bullies, they are all serious and have some serious implication of life in schools. Within educational setting, it is not just the student being bullied who is faced within the prospect on non-inclusion but also the others. When talking about bullying, a student is either a bully, a victim, or a bystander (Solberg, Olweus, & Endresen, 2007). Both the victims and the bullies suffer serious emotional issues. As a matter of fact, research has revealed that both the bullies and the victims suffer more depression than those who are not involved in the act of bullying. Depression is a serious mental disorder and a major impediment to inclusive education. Other than depression, bullying impedes academic performance and in many incidences, leads to dropping out of school. Camodeca & Goossens (2005) in questioning why programs such as “No Child Left Behind” has failed to focus on bullying as a barrier to inclusive education. Posing risks such as absenteeism, loneliness, and loss of friends, bullying is no doubt a barrier worth paying much attention to if universal inclusive education is to be achieved. There is however an additional category of bystanders; while they are not at a high of a risk as bullies and victims may be; they are still faced with the moral dilemma as to whether they should intervene whenever they witness bullying. The bystanders are often left feeling uncomfortable at the sight of bullying and may even instill fear in them. Generally, bullying poses a major challenge to inclusive education. Not just those who are directly involved are affected but as discussed, even the bystanders face immeasurable risks. With a lot at stake, it therefore becomes imperative put in place measures to prevent bullying and hence save the gains made towards achievement of inclusive education. However, an important question is, “How can bullying be addressed such that, the victim, the bully, and the bystander all get best results?” This is definitely only achievable by prevention of bullying. Prevention of bullying in schools One way of addressing the problem of bullying is through problem-based learning. Bullying victims should be presented with better techniques of effectively handling bullies, and through implementation of problem-based learning, school counselors can employ problem-solving techniques in literature-based lessons. According to Hall (2006), effectively applying this approach increase bullying knowledge/awareness as well as teacher involvement. Additionally, child assertiveness is achieved. Most often, passiveness and non-assertiveness rewards bullies and hence working against this, limits cases of bullying. Students must be taught not to give in to bullies’ demands. Problem-based learning teaches students that bullies aim to have their victims concede to them and hence assertiveness is a good way to stop them. Additionally, punishing the bullies can be used a deterrence. Schools should put in place rules and regulations and stipulate punitive measures for those bullying others. Out of the fear of consequence, bullies will avoid being caught and hence minimize cases of bullying. Additionally, repeat offenders should be considered for expulsion if only to ensure the others are safe. However, this is detrimental to the bullies and should only be considered as a last resort. Counseling is also an important way through which bullying can be addressed. In some cases, bullies have unique home-lives where parents have physically or verbally abusive relationships, and hence believe this type of behavior is acceptable (Lake, 2004). Such a case requires counseling rather than punitive action. Additionally, schools should liaise with parents given that violence on television and video games can be a contributor and only parents can regulate this while students are at home. Parental involvement is important in monitoring the media children interact with. Teachers and other school staff should as well be trained on useful classroom management techniques and in many instances it is important that teachers avoid being too critical but rather direct the bullies towards the desirable behaviors (Solberg, Olweus, & Endresen, 2007). This is often referred to as positive reinforcement and has been proven to produce better results as compared to negative reinforcement which often leaves those rebuked withdrawn and lacking in confidence. In general, bullying poses a serious challenge to attainment of inclusive education. It most especially is detrimental to the bullies and those being bullied although the bystanders may also suffer marginal consequences. Counseling, equipping with those being bullied with assertiveness, collaboration with parents, and positive reinforcement are some of the ways through which bullying can be prevented. As a last resort, punitive actions may also be considered. References Camodeca, M., & Goossens, F. (2005). Children's Opinions on Effective Strategies to Cope with Bullying: The Importance of Bullying Role and Perspective. Educational Research, 47(1), 93. McAdams, Charles R., III, & Christopher D. Schmidt. (2012). "How to help a bully: recommendations for counseling the proactive aggressor." Professional School Counseling, 120 (9), pp. 112 Milsom, A., & Gallo, L. (2006). Bullying in Middle Schools: Prevention and Intervention. Middle School Journal, 37(3), 12. Solberg, M., Olweus, D., & Endresen, I. (2007). Bullies and Victims at School: Are They the Same Pupils?. British Journal of Educational Psychology, 77 (2), pp. 441. Lake, V. (2004, August 1). Profile of an Aggressor: Childhood Bullies Evolve into Violent Youths. Early Child Development and Care, 174(6), 527. Hall, K. (2006, February 1). Using Problem-Based Learning with Victims of Bullying Behavior. Professional School Counseling, 9(3), 231. Read More