Arguably, the characters of students are changing tremendously. As a matter of fact, there are various debatable issues in schools today. Bullying in schools has become one of the controversial issues in schools for many decades. In fact, it is expected to occur in almost all schools. Studies show that the prevalence of bullying in schools is increasing, whereby every child in the school is expected to experience bullying at a certain stage, this is either as victims, witnesses or bullies. Bullying in schools is a serious and frequent problem that is a sign of violent and aggressive behavior among individuals. Bullying in schools can be emotional, physical, or verbal. In the 21st century, technology has worsened the situations since it has led to the introduction of various types of bullying. Bullying in schools happens in different ways making it very difficult to be stopped. Therefore, there are various ways that have been implemented to reduce bullying in schools. In general perspective, responsible stakeholders have come up with various strategies and techniques to help in reducing bullying in schools.
In most developing nations bullying in schools has tremendously gained attention. This is made possible through media presentation of the problem in society. According to media reports, most of the suicide and homicide cases are believed to have been precipitated by bullying. For example, school shootings in the United States have been linked to issues of bullying. In the 198os and 1990s, extensive studies asserted that students who are bullied with regularity ranged from 8-38 percent. In the process of preventing and reducing bullying in schools it is essential to put into consideration both the victim and the bully, as well as the school staff, broader community, peers as well as parents (Alana, 2010). The strategies and approaches to be undertaken should clearly focus on code of behavior and to concentrate on the follow-through.
Undeniably, one of the main ways to reduce bullying in schools is by putting in place a clear policy that elaborates clearly that students in schools should not bully others. This approach will help the victims of bullying, include students who are mostly left out, as well as inform adults on the characteristic of bullies and victims of bullying (Dake & Price, 2003). If an institution does not have such policies in place, then it is advisable to incorporate parents and other stakeholders in finding ways to implement such policies. As a matter of fact, if the characteristics of a bully and the victim are not recognized then it is very difficult to reduce the extent of bullying in schools (Rigby et al, 2008).
Children in schools should develop in an authoritative manner. In this case, teachers and parents should not be brought up in an authoritarian manner. The strategy will help the children to focus on the development of the child both socially and psychologically. Being firm is the best form that prevents children from being bullied in the future (Kerbs et al, 2007). Perhaps, responsible stakeholders should establish a trend of consistent limits, as well as offering children with choices. Authoritative upbringing does not involve punishment, but it should incorporate listening to students and children so has to make them feel cared for and respected. Parents are very important parties in reducing bullying in schools; hence, it is essential for them to support and encourage their children so that in times of challenges and difficulties in school they can confidently handle them (Rigby, 2007).
In the 21st century, children need to change their parenting methods in order to reduce bullying in schools. Studies show that it is easier for parents to focus on changing their parenting styles that doing it. As a matter of fact, most students who bully others come from families and neighborhoods where physical punishments are rampant. In fact, such children are well aware of physical violence as the only strategy to handle problems (Alana, 2010). In addition, bullies come from those families where guardians and parents solve issues through fights. These make children grow and be modeled through violence. Bullying in schools is believed to be increasing because parents are less involved in the lives of the children. Therefore, parents should focus on becoming part of the children’s growth and development. This will help in reducing bullying in school and modeling children towards peaceful co-existence.
Early discipline and intervention strategies play a tremendous role in reducing bullying in schools. It should be understood that the parents and guardians at home have little to change in the environment of the bully. But a lot can be done at the school level since the teachers and counselors understand the behaviors of most of the students (Rigby, 2008). In schools it is crucial to apply multi-faceted approach in solving issues related to bullying. These approaches incorporate counseling as the best way to help the victims and the bullies. The counselling can be carried out by peers, teachers, school counselor, as well as the principal.
Research within the school environment play a crucial role in reducing bullying in schools. For example, a questionnaire should be issued to students and teachers to ascertain the extend of bullying in schools and to establish the main causes of bullying among students. Moreover, the questionnaires and other research methods used will clearly give a definition of bullying in schools and the forms it is taking. Problem solving becomes easy if the main causes and forms of bullying has been found (Kerbs et al, 2007). The parents of children should be involved in the entire bullying program and approaches. If the parents of the victims and bullies are aware of the issues taking place in school, then the programs used to reduce bullying in schools will be effective. The reduction of bullying in schools takes concentration and teamwork efforts on the part of students, teachers and parents (Pepler et al, 2004). In this scenario, cause and parental awareness of bullying issues plays a key ole in tacking bulling in schools.
Another way of reducing bullring is to ensure that teachers and students work together. The classroom work and teaching programs should include programs and topics on bullying. In most cases, teachers are victims of bullying in the classroom; hence, teaching about bullying will make the students be aware of its impacts. Students need to be made to understand various role plays and modeling behaviors since it is an effective tool in making children to act out of bullying situations (Pepler et al, 2004). Additionally, rules and regulations play a crucial role in reducing bullying. In this case, rules and regulations that involve various forms of bullying behaviors must be posted clearly. As an institution, responsible stakeholders should ask a mental health professional to talk to students about the effects of bullying on its victims and bullying behaviors. Bullying affects the studying and social environment in school; hence, the schools need to focus on adult supervision within the school environment in order to prevent and lessen bullying (Williams & Kennedy, 2012).
Peer intervention policies are asserted to yield positive results on reducing bullying. Peers are believed to have a lot of influence on the bullies, and for this reason they are very effective in preventing bullying in school. Peer are witnesses of bullying scenarios, and they should be taught to be good witnesses (Williams & Kennedy, 2012). The witnesses in most cases are powerless but they can help in reducing bullying by diffusing bullying incidences and supporting those who are bullied. In addition, peers also can educe attention to the bullies, and report bullying incidents to adults who are responsible.
A whole school programs are essential in reducing bullying among students. These programs help the students grow in the responsible social manner. Students are encouraged to join the sport, and club programs; this will help them to develop a strong relationship among other students and to build self esteem (Dake & Price, 2003). The involvement in sports and clubs is a deterrent to bullying incidents because students will have friends to hang out at lunch, in bus, in the classroom, as well as walking home. Training teachers and students on how to intervene bullying will play an essential role in reducing bullying (Rigby, 2007). Other important ways to reduce bullying in schools is by introducing activities in areas that are under less supervision, monitoring vulnarable bullying places, and adopting a zero tolerance policy on bullying.
In conclusion, bullying has become a big problem in schools today, and if the issue is not addressed then it will escalate and affect the entire school programs. At a specific level there is a possibility that every student will be a victim, witness or a bully. Victims and bullies require specific attention. Bullies must be informed of their bad behavior and be made aware of the consequences that will suffer. On the other hand, victims should be encouraged to speak out their problems and report bullies to responsible stakeholders. Children who are bullies and victims suffers academically; hence, parents and teachers must focus on educating children on the impact of bullying in their education and social life.
References
Alana, J. (2010). School Bullying. Cruelty to Children Must Stop. London: University of London
Dake, J & Price, J. (2003). The Nature and Extent of Bullying at School. Journal of School Health, 73(5)
Kerbs, John J.; Jolley, Jennifer M. (2007). "The Joy of Violence: What about Violence is Fun in Middle-School?". American Journal of Criminal Justice, 32 (12)
Pepler, D. J., Rigby, K., & Smith, P. K. (2004). Bullying in schools: How successful can interventions be?. Cambridge [u.a.: Cambridge Univ. Press.
Rigby, K. (2008). Children and bullying: How parents and educators can reduce bullying at school. Malden, MA: Blackwell Pub.
Rigby, K., & Australian Council for Educational Research. (2007). Bullying in schools and what to do about it. Melbourne, Vic: ACER.
Williams, K., & Kennedy, J. H. (2012). Bullying behaviors and attachment styles. North American Journal Of Psychology, 14(2), 321-338
