The complexity of children’s involvement in school bullying
| Published date | 18 December 2017 |
| Date | 18 December 2017 |
| Pages | 288-301 |
| DOI | https://doi.org/10.1108/JCS-03-2017-0009 |
| Author | Elizabeth Mary Nassem |
| Subject Matter | Health & social care,Vulnerable groups,Children's services,Sociology,Sociology of the family,Children/youth,Parents,Education,Early childhood education,Home culture,Social/physical development |
The complexity of children’s involvement
in school bullying
Elizabeth Mary Nassem
Abstract
Purpose –The purpose of this paper is to examine the complexity of children’s involvement in school bullying
from the child’s perspective.
Design/methodology/approach –A Foucauldian perspective provides a more nuanced approach than
traditional understandings for examining the fluidity of power which involves “grey”areas; struggles between
pupils, and pupils and teachers; and takes into account systemic factors. Data are drawn from observations,
focus groups and individual interviews with children aged 10-16.
Findings –Children explained how pupils, teachers and inequalities inherent in school contributed to their
involvement. Children felt coerced into reinforcing societal inequalities whereby the “vulnerable”were
susceptible to victimisation and pupils can achieve status through bullying. Several working-class males who
had learning difficulties felt “picked on”by their peers and teachers, and subsequently retaliated aggressively.
Research limitations/implications –Findings from this relatively small sample provide insight into
children’s unique experiences and how they are produced within wider systems of knowledge which differ
from traditionally accepted discourses.
Practical implications –Pupils should have an input into the development and implementation of
institutional strategies to tackle bullying.
Social implications –Traditional ways of identifying “bullies”can be used to target those already
marginalised whilst more sophisticated bullying is usually accepted and approved.
Originality/value –The complexity, fluidity and multi-faceted nature of children’s involvement is highlighted.
Children discussed the maltreatment they experienced from pupils and teachers but did not realise how they
may have subjected them to bullying.
Keywords Teachers, Bullying, Power, Children, School, Child’s voice
Paper type Research paper
Introduction
Traditional and new approaches
Whilst much has been written about the psychological problems associated with pupils who
engage in bullying, relatively little attention has been paid to pupils’perceptions of their
involvement and underlying issues behind this behaviour. Children who engage in bullying have
been described as a minority who lack empathy and are more likely to be involved in crime and
be excluded from school (Ofsted, 2003; Monks et al., 2009). Aggression becomes bullying when
it is repeated, intentional and involves a clear imbalance of power. This definition was developed
by Olweus (1993) but most researchers identify bullying in similar ways (Terasahjo and
Salmivalli, 2003; Rowe et al., 2008; Gumpel et al., 2014). Some fluidity is incorporated as it is
recognised there are “bully/victims”.
Social psychology considers how bullying is influenced by individual traits and social interactions
(Sondergaard, 2012). The social-ecological model provides a dynamic approach at multiple
levels: individual, peers, school and communities (Swearer and Hymel, 2015). The social
psychological approach, and in particular the social-ecological model, provide a more
contextualised understanding. All approaches acknowledge power imbalance and have
enhanced understanding and led to preventative methods. Along with the traditional approach,
Received 31 March 2017
Revised 25 July 2017
9 October 2017
Accepted 12 October 2017
Elizabeth Mary Nassem is a
Research Assistant at the
Centre for the Study of Practice
and Culture in Education,
Birmingham City University,
Birmingham, UK.
PAGE288
j
JOURNAL OF CHILDREN'S SERVICES
j
VOL. 12 NO. 4 2017, pp. 288-301, © Emerald Publishing Limited, ISSN 1746-6660 DOI 10.1108/JCS-03-2017-0009
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