Extent to Which Schools Can Reduce Bullying Among the Students - Essay Example

Extent to Which Schools Can Reduce Bullying Among the Introduction Bullying, a physical, mental, or emotional disturbance caused by one student towards another is an event that involves emotional imbalance among students in a learning institution. Being an unwelcome behaviour in schools, many learning institutions have criminalized the activity. However, there is no indication that this behaviour has the potential of stopping among the students in schools. Bullying in learning institutions takes different forms with the current changes in the society. With the increase in the use of devices and internet among students in schools, cyber bullying has become a major concern for teachers and educators in schools. Bullying has a number of implications to the students, among them being poor performance, psychological and emotional disturbances, absenteeism, and reduced concentration at school. To the extreme, the affected students could result to suicide, while others suffer from high stress levels (Kaltiala-Heino, et al., 1999). Most schools and educators through research seek for the most suitable ways to stop bullying among their students. Through an analysis of the previous research and secondary materials, this paper will address the extent to which schools can stop bullying among its students. Detecting bullying among the students According to Smith, et al. (2012), in order to stop bullying in the school, the management has to address on the very factors causing bullying among the students in a learning institution. Haeseler (2010) argues that the best way of solving a problem is only addressing the causal factors of that problem. In his assertion, Rigby (2007) points out that regardless of how serious the problem could be, understanding the problem by conducting an analysis of the problem is the very first step to solving the problem. For teachers to understand the factors causing bullying among the students, maintaining a close relationship with their students, while at the same time ensuring smooth communication between the teachers and they students would increase the chances of detecting any form of bullying (Sharp, et al., 2002). According to Limber (2003), physical bullying in most cases shows the signs of torture and abuse. Although it is difficult to detect psychological abuse among students, physical bullying is easy to detect. A physically bullied person in most cases has bruises or swellings on their bodies (Limber & Small, 2003). A student who has undergone chronic bullying exhibits broken limbs, and in other instances scars and wounds (Olweus, 1993). These are the most serious forms of bullying among students. Whenever a teacher detects physical injury among the students, making enquiries on the causes of the bruises and injuries can help in detecting instances of bullying among the students (Powell, et al., 2008). However, this is not possible if there is no socialization between the students and their teachers. Increasing the level of socialization between the teachers and their students potentially increases their level of interaction between each other (Frisen, et al., 2007). Through interaction, either verbally or physically, it is possible for the teachers to detect the various changes among the behaviour of the students. Socializing involves physical and verbal communication between two people. According to Wolke, et al., (2009) in order to increase the level of socialization among teachers and students, establishing a good rapport between the students and their teachers could best help in detecting the problems among these students. Teachers who have a good rapport with their students have no problem in communicating any issues affecting their students (Rigby, 2012). Understanding that most students opt to keep any instances of bullying a secret and even a private matter is important (Stephens, 2011). Although some do not find it hard in sharing such experiences with their teachers, others keep quiet on these issues. Some consider themselves weak especially whenever they cannot protect themselves from the bullies in the school. The most emotionally weak individual students in the school will opt to remain silent, and even show unwillingness to share any of their problems with their teachers (Greene, 2006). In such instances, having peer counsellors in the school helps in sharing their problems. Sometimes, it is easy to share with problems with peers rather than the old people. As such, the young people could use this as a channel of raising their concerns and communicating their problems (Besag, 1989). Teachers can then use these peer-counsellors to detect any cases of bullying and abuse among the students in the school. Whenever cases of bullying arise among the students, taking serious action against the perpetrators of the crime is the best way of stopping such incidences happening in future. A single case of bullying, whether minor or major is an indication of lack of discipline among the students (Hunter & Boyle, 2004). Assuming such cases can be a breeding ground for serious cases in future, even those involving physical bullying among the students (Mishna, 2003). It is important to take care whenever punishing the perpetrators of these crimes among the students. Teachers should address the issue with caution as some of the punishments could lead to serious cases of bullying in revenge missions (Lester, 2012). Espelage & Swearer (2003) raise the concern that the fact that the students, especially the notorious and highly arrogant ones have could have committed these crimes severally and find it fun could result into rebellious behaviour, hence bullying their victims even more. Cyber bullying With the increase in the use of technology, there is a corresponding increase in the number of problems facing the young people in schools (Smith, 2004). Cyber bullying, which takes place at the online platform is a form of behaviour intended to harm others using technological forms and devices such as internet, mobile phones, and computers (Bauman, 2011). The main intention of cyber bullying is causing humiliation, damaging the reputation of other students, disrupting any form of relationships and hurting the feelings of the target victims. There are a number of sources of cyber bullying among students. While some of these acts originate from misinterpretation and misguided feelings, others are failed attempts of creating humour among individuals (Sapouna, et al., 2010). Although less prevalent than traditional bullying, it has equal effects just as the traditional forms of bullying among students, hence equally significant (Hinduja & Patchin, 2012). The uniqueness of cyber bullying has the potential of causing more harm than the traditional bullying in learning institutions (Vander, 2011). A number of characteristics make cyber bullying more harmful than traditional forms of bullying. The anonymity of the perpetrators of cyber bullying, the enormous audience, and the fact that it can happen at any place makes it hard to detect them (Jones, et al., 2011). Additionally, the perpetrator cannot see the immediate reaction of the victim, which makes it more damaging than any other form, of bullying. Schools however cannot allow students to perpetrate these crimes without taking any form of action. Subsequently, in an effort to solve cyber bullying, there are a number of ways of doing this (Hinduja & Patchin, 2012). Schools in an effort to stop these crimes include teaching their students digital safety skills and digital citizenship skills to their students starting at the primary school level in order to improve their safety at the online platform (Campbell, 2005). Implementing policies prohibiting cyber bullying among the students in a school is yet another way of preventing cyber bullying. This is however not easy as it calls for high investigation and socialization among teacher and their students in the social platform to increase the chances of detecting perpetrators of these crimes (Shariff & Patchin, 2009). Raising the awareness of the existence, the effects, and dangers of cyber bullying among students is yet another way of solving these issues (Smith, et al., 2008). Creating awareness involves creating campaigns, public service announcements, and peer education. Intervening in situations when cyber bullying happens outside school by equipping students with knowledge to handle these issues in school could also help in solving cyber bullying (Agatston, et al., 2007). Experts on cyber bullying argue that training personnel in schools to particularly deal with cyber bullying could significantly reduce instances of cyber bullying among students. Training programs for parents, focusing on detecting instances of cyber bullying could also help in solving these issues whenever they happen to their children (Smith, et al., 2008). Interventions in cyber bullying among students There are conflicting perspectives on the success of schools in dealing with cases of bullying among the students. While students hold that nothing changes even after reporting these crimes to their teachers, teachers have impressive reports on their success in solving these issues among the students (Pepler, et al., 2004). Despite these claims however, teachers use a number of intervening methods. Although some of these methods are better than others are, the context of their use and application determines their effectiveness in solving the bullying problems among students (Rigby & Thomas, 2010). One of the most common methods of solving these crimes is directly sanctioning students involved in these forms of criminal activities (Sherer, 2010). Sanctioning ensures that the perpetrators of these crimes do not have access to the school, thus keeping students safe. School tribunals are also another method of solving these crimes (Smith, et al., 2012). Through tribunals, students suspected of committing these crimes face a disciplinary panel that determines the form of punishment to extend towards these individuals (Carney & Merrell, 2001). Engaging students in serious talks with the perpetrators of these vices among the students in the learning instruction helps in changing their behaviour (Brown, 2011). Serious talks involve counselling these individuals, and understanding their backgrounds. There is a relationship between a student’s background and their behaviour in school, especially bullying (Raskauskas, 2011). In most cases, rebellious children are more likely to result into bullying as a way of defying the law. Moreover, psychologically disturbed children and those with egoistic problems too are more likely to bully others (Paul, et al., 2012). Providing the victims with psychological support is yet another way in which teachers could help in solving bullying problems whenever they arise (Bradshaw, 2007). Support groups also help in solving bullying problems in learning institutions. Having gone through a bullying incidence especially sexually bullied women, group support plays a major role in helping them cope with the situation (Taylor, 2007). Bullying in most cases makes students vulnerable lose self-confidence and trust of other people around them. Engaging such students in support groups helps in improving their ego and changing their perception about other people around them. Conclusion Bullying among students in schools is a serious offense in all schools. The fact that it involves a number of criminal activities makes it an unlawful act among the students. Two of the most common types of bullying among students in schools include traditional and cyber bullying. While traditional bullying has been around for a long time, cyber bullying is a rather recent development due to the increase in the use of technology and technological devices among the students. 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