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School Bullying

Bullies, Victims, Intervention, and Prevention

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The Palgrave Handbook of Global Social Problems

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Abstract

Bullying is a complex worldwide problem that contemporary societies are facing. It will be reported the prevalence rate across different cultures, prevalence of bullying types, risk factors (individual, family, and contextual), characteristics of bullies and victims (e.g., disabilities, ethnic differences, sexual orientation, antisocial behavior, psychopathic traits, more fragile), gender differences, as well short- and long-term consequences, such as depression, suicide, or low academic achievement. The definition of bullying will be reviewed ways, and ways of evaluating school bullying will be explored. Signs of the presence of bullying will also be explored in order to help both teachers, parents, and students easily recognize this form of aggression. For all educational agents, including parents, to be able to intervene, it is necessary to know this social phenomenon better. This chapter seeks to explore bullying from preschool through school and the contexts in which it occurred. The chapter will explore bullying in term of developmental theory and other theoretical models for its occurrence. Empirical evidence of some interventions is explored, namely focusing on anti-bullying programs but also prevention from an ecological perspective. To solve the problem, it is important to involve not only the school itself (the management board and, eventually, associations of parents, teachers, and auxiliary staff) but also victims, colleagues (who assist or know the situation), and aggressors, of course. In conclusion, some recommendations are made regarding the need for early intervention with the aim of reducing bullying prevalence.

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Acknowledgments

This work was partially spported by national funds. through FCT - Foundation for Science and Technology. IP. Within the scope of the strategic program of CIIE - Center for Research and Intervantion in Education at the University of Potro [ref. UIDB/00167/2020; UIDP/00167/2020].

The work of Inês Carvalho Relva is funded by national funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the Scientific Employment Stimulus – Institutional Call – CEECINST/00127/2018.

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Authors and Affiliations

  1. Department of Education and Psychology, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal

    Inês Carvalho Relva, Ana Paula Monteiro, Margarida Simões & Otília Monteiro Fernandes

  2. Researcher at Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), Vila Real, Portugal

    Inês Carvalho Relva

  3. Centre for Research and Intervention in Education (CIIE), University of Porto, Porto, Portugal

    Inês Carvalho Relva, Ana Paula Monteiro & Margarida Simões

  4. Psychology for Positive Development Research Center (CIPD), University Lusíada, Porto, Portugal

    Otília Monteiro Fernandes

  5. Faculty of Psychology and Education Sciences, University of Coimbra, Coimbra, Portugal

    Madalena Alarcão

  6. Center for Social Studies (CES), University of Coimbra, Coimbra, Portugal

    Madalena Alarcão

Authors
  1. Inês Carvalho Relva
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  2. Ana Paula Monteiro
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  3. Margarida Simões
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  4. Otília Monteiro Fernandes
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  5. Madalena Alarcão
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Correspondence to Inês Carvalho Relva , Ana Paula Monteiro , Margarida Simões or Otília Monteiro Fernandes .

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Relva, I.C., Monteiro, A.P., Simões, M., Fernandes, O.M., Alarcão, M. (2023). School Bullying. In: The Palgrave Handbook of Global Social Problems. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-68127-2_33-1

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  • DOI: https://doi.org/10.1007/978-3-030-68127-2_33-1

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-68127-2

  • Online ISBN: 978-3-030-68127-2

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