Systematic Review of Bullying in Primary Schools
Subject Areas : Social issues related to the institution of education
mahdieh sadat Hoseini
1
,
fatemeh rahim nejad
2
1 - B.A Student of Education Student, Farhangian University, Iran.
2 - B.A Student of Education Student, Farhangian University, Iran.
Keywords: Bullying, Children, Primary Schools, Educational Environment, Education.,
Abstract :
The effectiveness of an educational system depends on considering students’ academic performance across various stages. Bullying, a significant challenge in educational settings, can have detrimental effects, manifesting in various forms and hindering the creation of a safe and healthy learning environment. This article aims to examine the factors contributing to bullying among primary school students and propose strategies for its reduction and prevention. The study comprehensively reviews bullying in primary schools through a systematic review of domestic and international scientific databases. After collecting search results, article titles and abstracts were reviewed. Articles meeting the inclusion criteria were selected for the review, while others were excluded. Ultimately, 55 articles (32 domestic and 23 international) were chosen for in-depth analysis. The analysis revealed that individual, familial, and environmental factors play significant roles in the occurrence of bullying. Additionally, the role of technology and social media in amplifying cyberbullying is notable. The findings indicate that reducing bullying in primary school children requires comprehensive collaboration among schools, parents, and the community. Proposed strategies include self-management, self-efficacy, emotional regulation, and other approaches for teachers to prevent or mitigate bullying. The goal of this research is to empower teachers to address bullying and foster a safe environment for students.
Keywords: Bullying, Children, Primary Schools, Educational Environment, Education.
Introduction
Schools are environments where children develop communication skills, embrace their role as students, learn to follow rules, respect them, manage emotions, and adapt to social norms, ultimately becoming socialized (Bandak et al., 2021: 80). The effectiveness of an educational system is maximized when it prioritizes students’ academic performance across different stages (Darabi et al., 2024: 25). The primary school period is a critical phase for children’s personality development and growth, laying the foundation for subsequent education and preparing students for future skills and expertise. Bullying, a prevalent classroom behavioral phenomenon, is a major concern for teachers, psychologists, and educational counselors (Bayrami et al., 2015: 111). Two key issues have drawn global attention to bullying in recent decades: its high prevalence among students and the wide-ranging consequences it has for those involved. This study aims to establish a suitable framework for understanding bullying and developing effective interventions in schools, focusing on three aspects: first, examining the attention given to bullying across different time periods; second, identifying the causes and consequences of bullying based on prior studies; and third, refining strategies for reducing and addressing bullying based on previous research. Bullying in primary schools is a significant and complex challenge within educational systems. However, research has primarily focused on adolescents and their encounters with bullying, while primary school children, despite their unique vulnerabilities, have received less attention. In Iran, this phenomenon has garnered increasing interest from researchers and educational authorities in recent years. Bullying refers to a set of repetitive, potentially harmful behaviors that persist over time and lead to negative consequences. What distinguishes bullying from other aggressive or antisocial behaviors is its repetitive nature and the power imbalance between the individuals involved, as bullying requires an unequal distribution of power (see Haj Hosseini et al., 2017). Based on the roles of those involved, bullying includes not only the bully and the victim but also four other bystander roles: the bully’s assistant, the bully’s reinforcer, the outsider, and the defender of the victim. Bullying behaviors are diverse and can be broadly categorized into traditional bullying and cyberbullying. Bullies are more likely to engage in criminal behavior or face legal issues in the future, are more prone to conflicts, achieve lower grades, and perceive the school environment as chaotic and negative. Conversely, bullying causes significant harm to victims, including compromised mental health and safety, reduced social adjustment, aversion to the school environment, physical health issues, psychosomatic symptoms, severe stress, anxiety, depression, and, in extreme cases, suicide (Aliyurdinia et al., 2015: 19). Various individual and social factors, such as gender, parental education level, migration, and school changes, can influence the occurrence and prediction of bullying.
Methodology
This article provides a comprehensive review of bullying in primary schools, its causes, and management strategies, conducted systematically. A systematic review is an observational study based on existing and prior research (Serajzadeh & Bagheri, 2017: 134). After applying exclusion criteria, 55 studies (23 international and 32 domestic) were included in the main analysis phase and thoroughly examined.
Findings
The findings indicate that bullying not only negatively impacts victims but also has detrimental effects on the entire educational environment and society. Bullies experience severe stress and depression, while physical health issues (e.g., stomach or kidney problems) and school dropout rank as secondary consequences. Teachers often adopt a lenient attitude toward bullying or use arbitrary interventions that exacerbate the issue. Various psychological approaches have emerged to address bullying and its management, several of which can be effective in preventing and treating bullying in primary school children.
Snyder’s hope enhancement cognitive training, recognized as a novel approach in positive psychology, focuses on goal-setting to address life challenges, identifying pathways to achieve these goals, and overcoming obstacles. Positive psychologists emphasize the importance of achieving balance, where individuals’ strengths and weaknesses are simultaneously acknowledged and understood (Nasiri & Jowkar, 2008: 161). For students to develop a positive outlook toward themselves, others, and the world, and to feel useful and effective, they need to navigate life with clear thinking, realistic perspectives, and greater confidence. Addressing bullying is essential not only for victims but also for the broader social system, including families, schools, and communities. Correcting teachers’ misconceptions about bullying is critical, as research indicates that self-efficacy alone cannot accurately predict effective strategies for managing bullying (see Golparvar et al., 2016). Social skills, social adjustment, and enhancing feelings of competence, worthiness, and self-efficacy are among the most critical strategies for preventing and addressing bullying, followed by problem-solving skills.
Discussion and Conclusion
The analysis identifies gender, physical stature, and authoritarian parenting styles as the most frequent causes of bullying. Bullying is more prevalent among boys than girls, consistent with gender characteristics. Children with smaller statures are more likely to be victims, while those with larger builds are more prone to bullying. Parenting styles significantly influence children’s personality development. The most significant consequence of bullying is depression, with social skills, social adjustment, and increased feelings of competence, worthiness, and self-efficacy being the most effective strategies. As bullying is a social harm, equipping children with social skills and adjustment can prevent them from becoming victims or bullies. Many children engage in bullying to compensate for feelings of frustration and humiliation, making the reinforcement of self-efficacy and worthiness an effective preventive and therapeutic strategy. Other causes, consequences, and strategies with lower frequency are of secondary importance. Studies in Iran highlight teachers’ pivotal role in preventing and addressing maladaptive classroom behaviors. To effect meaningful change and improve the current situation, the following recommendations are proposed: integrating life skills into the curriculum, training and empowering teachers, fostering collaboration with parents, providing engaging educational platforms, establishing reporting and support systems for victims, and conducting ongoing research and evaluation. Implementing these recommendations can promote safe and healthy school environments, prevent the occurrence and spread of bullying, contribute to students’ personal growth, and foster a healthier society. It is hoped that no school will face such issues and that no teacher will need to consult this article.
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