Educate Students about Bullying

The extraordinary and growing interest in bullying has been both importantly helpful as

well as problematic. Historically, most educational systems around the world were

focused on physical forms of danger and cruel behavior. It is only in very recent

decades—and for many countries, only a handful of years—that we have begun to

recognize, focus on, and seek to prevent social-emotional forms of mean, cruel, and

disrespectful behaviors (Cohen and Espelage 2020).

Cohen, J., & Espelage, D. (2020). Creating safe, supportive and engaging schools:

challenges and opportunities around the world: Harvard Education Press.

A study showed that teachers felt more able to deal with bullying behavior after

participation in anti-bullying activities in which teaching students about bullying played a

major role. Although these components of anti-bullying programs can support teachers

in their efforts to reduce and prevent bullying, little is known about teachers’ own

experiences with identifying and addressing bullying behavior in their classes. More

specifically, little is known about what teachers find difficult bullying situations and how

they deal with these situations in their classrooms. To provide teachers with better

support, we need to know what obstacles teachers encounter in this area (Marloes D.A,

2020).

Marloes D.A van Verseveld (2020) "Teachers’ Experiences With Difficult Bullying

Situations in the School: An Explorative Study" volume 41, issue 1 published on july 15,

2020.
An urgent matter of concern is what adult can do to provide assistance and support in

reducing the amount of stress and anxiety experienced by young people which results

from online and offline victimisation. The lack of knowledge and understanding about

what young people perceive to be bullying, including both indirect and direct behaviours,

may contribute to why adults may be unable to intervene effectively, if they intervene at

all. In case of discrepancies between young people’s and adults’ understandings of

bullying, the suggestion is often to adjust young people’s definitions to better coincide

with researchers’ definitions. However, when the voices of young people are heard in

these matters, effective support can be designed based specifically on what young

people want and need rather than what adults interpret and understand to be supporting

the young people (O’Brien, 2019).

O’Brien, N. 2019. “Understanding Alternative Bullying Perspectives through Research

Engagement with Young People.” Frontiers in Psychology 10.

doi:10.3389/fpsyg.2019.01984.

To help their kid, teachers may feel forced to act, yet they may have difficulties

doing so because of the child's victimization. Teachers who were aware that a student

was a victim of abuse, for example, may feel guilty and embarrassed since they could

not prevent or modify the situation.As a result, several instructors were subjected to

bullying at work, which resulted in more abuse and worse academic achievement.

School officials have been known to use victimization as a method of issue solving.

Instructors have been given the option of either removing their students or trying to
victimize them. Parents and instructors may feel helpless to protect their children from

school authorities, which may have a profound effect on family relations. The study's

objective is to evaluate how kids who have experienced violence in the classroom

perceive their values, beliefs, emotions, and behaviours (AL Kareem, S. Hameed, and

S. Ali, 2020).

AL Kareem, S. Hameed, and S. Ali (2020). “Evaluation of Noise Levels and

Vibrations at Cement Factories That Represent a Condition Monitory for The

Performance of Machines”, In Mesopotamia Environmental Journal ,Vol. 5, no. 3, P. 56,

63, 2020