Effective Ways to Deal With Bullying in US Schools

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Table of Contents

Introduction
Have A Clear Definition of Bullying
Address Behaviors
Set Clear and Enforceable Rules and Expectations
Have Open Communication
Conclusion
Works Cited

Introduction

Bullying at school hurts the individual learners and the school’s overall climate. It can have long-term effects on both the bullies and the bullied, personally and professionally. Mistreatment is any behavior toward a person accused that leads to fear on a physical or verbal level. Intimidation can have long-term effects on both the bullies and the bullied, personally and professionally. Persecutors frequently engage in specific actions and need to feel in charge and powerful. When bullies cause harm and suffering to other people, they might not feel guilty about it. Oppressors recurrently disobey authority and violate school policies. They seem to have low levels of anxiety and good self-esteem. Bullied students often display negative traits and experience low self-esteem, anxiety, insecurity, and caution. They regularly lack friends and social skills and are socially isolated. Bullies are more likely to target students who have close relationships with their parents or guardians or who have overly protective guardians or parents. Schools can handle bullying by defining bullying, addressing behaviors, setting clear guidelines, and enacting open communication since it causes physical harm, psychological suffering, death, self-harm, and even fatality.

Have A Clear Definition of Bullying

Bullying happens in every grade level and can be decreased in a school district if all of its schools speak the same language. The first step is for schools to agree upon a definition of bullying. Bullying is characterized by obstinate aggression involving a disparity in strength and authority (Oblath et al. 894). It may be demonstrated physically, verbally, nonverbally, or in a relationship. It is a recurring infraction even when instructors learn about it for the first time. Discussing the incident with the victim is crucial as finding out if there have been any prior incidents. Staff members should be able to differentiate between bullying and teasing. Because teasing is done to bother or aggravate another person with persistent interruptions or other annoyances, teasing is reported more commonly than bullying. Regarding online bullying, academic institutions must emphasize bullying prevention efforts, and all staff must receive training on harassment.

Address Behaviors

Teachers judge students when they designate them as bullies or victims, which could cause problems down the road. When addressing the students’ behavior, educators should maintain objectivity and determine what happened before deciding if the incident qualifies as bullying (Wójcik and Krzysztof 810). To address them afterward, tutors need to evaluate the particular activities. Teachers should remember that every child taking part in a circumstance has a distinct history, and everybody has the baggage to know how to address specific learners’ behaviors effectively. There may be an explanation for a child’s bullying behavior. Teachers should ensure the bully is aware of the improper behavior, why it is improper, and the repercussions of the behavior. Involvement from the parents will be necessary if the behavior persists. Several teachers from different schools have claimed that parents of children who bully others come in and claim their children are victims because they have been accused of bullying (Rigby 7). However, parents understand that the conduct needs to stop when teachers address specific actions, such as disrupting the classroom or bullying other children.

Set Clear and Enforceable Rules and Expectations

Learners can understand what is expected of them by following age-appropriate guidelines. Professors should keep rules straightforward for younger children since when children get older; they modify the rules to accommodate their level of maturity. Tutors should communicate rules to ensure learners are not engaging in bullying by adopting various measures (Burger et al. 13). These measures include minimizing regulations, establishing guidelines, ensuring guidelines are age-appropriate, educating learners on cyberbullying, being role models, and enforcing laws. These norms for behavior establish the atmosphere in the classroom. They can assist the teacher in maintaining a well-run workplace that is less likely to exhibit bullying tendencies. It is essential to make the rules and the penalties for breaching them obvious. Students need to understand the consequences of their bullying actions.

Have Open Communication

Communication is essential in forging a relationship since it can create a secure learning atmosphere where children can develop academically and thrive. Early growth and future learning of a child depend on the development of practical communication skills. When teachers and students communicate openly, students are more willing to talk to them about their issues, including bullying. Meetings with the students are one technique to improve communication since it allows learners to discuss topics outside of academics during class meetings (Syakur et al. 689). Learners should pay close attention during these meetings since empathic listening is critical. The possibility that information will be preserved in longer history increases regarding being required for accomplishing tasks. Pupils want to believe that their views are being taken seriously. If they think they have been harassed, they must remain assured of talking to their instructors one-on-one.

A victim of bullying might be unwilling to talk openly in class or during a class meeting if the bully is there. Schools need to have sufficient reporting mechanisms. Teachers and staff need to be encouraged to report any incidents that happen. In this manner, the school can offer a means of safeguarding learners and avoiding similar situations in the future. Reporting makes it easier to keep track of individual occurrences and actions so educators can spot trends. Possible future occurrences can be avoided by employing this system. Institutions should motivate personnel to use the reporting system by making it user-friendly and private. Speaking is only one kind of communication; nonverbal cues might be given at school to increase student rapport with their teachers. These cues include the school’s façade, internal accents like signs, and staff members like teachers. Students and parents may tell immediately whether a school supports a positive environment by the way it looks. Bullying is more likely to happen if it conveys a negative message.

Conclusion

Bullying affects both the attackers and the bullied emotionally and economically. To end bullying in US schools, the country needs to identify bullying, address behaviors, establish explicit norms, and implement open communication. Every grade level experiences bullying, but it can be reduced in a school system if all of its schools use the same language. Schools must first agree on what constitutes bullying. When teachers label students as abusers or victims, they are making judgments about them that could have negative consequences in the future. Before deciding whether an occurrence qualifies as bullying, educators should remain objective when dealing with the student’s behavior and ascertain what occurred. By adhering to age-appropriate rules, learners can comprehend what is required. For younger students, tutors should keep the rules simple since, as children become older, they adjust them to fit their maturity levels. Open communication between teachers and students encourages pupils to speak to them about their problems, such as bullying.

Works Cited

Burger, Christoph, et al. “Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students’ Adoption of Bully, Victim, Bully-Victim or Defender Roles Across Time.” Journal of Youth and Adolescence, 2022, pp. 1-16.

Oblath, Rachel, et al. “Retrospective Perceptions of Power Imbalance in Childhood Bullying Among College Students.” Journal of American College Health, vol. 68, no. 8, 2020, pp. 891-899.

Rigby, Ken. “How Teachers Deal with Cases of Bullying at School: What Victims Say.” International Journal of Environmental Research and Public Health, vol. 17, no. 7, 2020, pp. 1-11.

Syakur, Abd, et al. “Improving English Language Speaking Skills Using “Absyak” On-Line Learning Model for Second Semester in Higher Education.” Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, vol. 3, no. 2, 2020, pp. 684-694.

Wójcik, Małgorzata, and Krzysztof Rzeńca. “Disclosing Or Hiding Bullying Victimization: A Grounded Theory Study from Former Victims’ Point of View.” School Mental Health, vol. 13, no. 4, 2021, pp. 808-818.

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