Exploring High School Learners' Perceptions of Bullying

Objective:Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Method: Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous; voluntary self-report questionnaire. Results: Factors identified as most frequently interfering with their schoolwork included classmates not listening in class; feeling overwhelmed by schoolwork; teacher absenteeism; and verbal fighting. When asked specifically about bullying; 40of learners indicated that they frequently experienced bullying at school - although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore; although the majority of learners indicated they thought teachers considered bullying a problem; few felt there was anything that school staff could do to counteract bullying effectively. Conclusions: These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour

Bullying Boys:The Traumatic Effects of Bullying in Male Adolescent Learners

Objective:This study investigated the nature and extent of the relationship between bullying and trauma among male adolescent learners. Trauma was operationalised through the multiple constructs of post-traumatic stress; anxiety; depression; dissociation and anger. Method: In this quantitative study; two objective measures were administered (viz. the Olweus Bullying/Victimisation Scale and the Trauma Symptom Checklist for children) to a sample of male adolescent learners between the ages of 12 and 17; from a South African male-only high school (n = 486). Results and Discussion: Statistical analysis (correlational analysis and MANOVA) produced evidence to suggest that there was a statistically significant relationship between bullying and trauma; and this was strongest for the victim role. The relationship between bullying and trauma was dependent on the frequency of bullying; as the frequency of being bullied increased so too did the mean scores of all the five trauma subscales. In general; the findings indicated that learners presented with elevated levels of internalising trauma outcomes. Depression demonstrated the highest correlation with the victim role; followed by Posttraumatic stress. In addition; 22.4of learners could be clinically and sub-clinically diagnosed with post-traumatic stress and 21.0with dissociation. Overall; the findings corroborate the argument that repetitive stressful events (such as bullying) are related to symptomclusters of ongoing trauma

Bullying in Public Secondary Schools in Nairobi; Kenya

Background: The prevalence and frequency of bullying in Nairobi public secondary schools in particular and in Kenyan schools in general is not known. Knowledge of the extent of the problem is essential in developing effective interventions. Aim: To study the prevalence and frequency of bullying in Nairobi public secondary schools; Kenya. Methods: A self-report sociodemographic questionnaire and the Olweus Bullying Questionnaire of 1991 were administered to 1 012 students from a stratified sample of public secondary schools in Nairobi. Results: Between 63.2(640) and 81.8(828) of students reported various types of bullying; both direct and indirect; with significant variations found for sex; age; class and year of study; whether in day or boarding school; and the place where bullied. Being bullied was significantly associated with becoming a bully; in turn. Discussion: Bullying is highly prevalent in Kenyan schools. Further studies are needed to characterise bullies and victims in terms of personality and environmental factors that may be associated with or conducive to bullying; as well as to determine the long-term prognosis for both bullies and victims. Further research is also required to determine the most appropriate intervention

Bullying in Public Secondary Schools in Nairobi; Kenya

Background: The prevalence and frequency of bullying in Nairobi public secondary schools in particular and in Kenyan schools in general is not known. Knowledge of the extent of the problem is essential in developing effective interventions. Aim: To study the prevalence and frequency of bullying in Nairobi public secondary schools; Kenya. Methods: A self-report sociodemographic questionnaire and the Olweus Bullying Questionnaire of 1991 were administered to 1 012 students from a stratified sample of public secondary schools in Nairobi. Results: Between 63.2(640) and 81.8(828) of students reported various types of bullying; both direct and indirect; with significant variations found for sex; age; class and year of study; whether in day or boarding school; and the place where bullied. Being bullied was significantly associated with becoming a bully; in turn. Discussion: Bullying is highly prevalent in Kenyan schools. Further studies are needed to characterise bullies and victims in terms of personality and environmental factors that may be associated with or conducive to bullying; as well as to determine the long-term prognosis for both bullies and victims. Further research is also required to determine the most appropriate intervention