Research documents that bullying is a serious problem and is pervasive in schools around the world today (Astor & Meyer, 2001; Astor et. al, 1999; Blosnich & Bossarte, 2011; Bradshaw et. al, 2007; Eliot et. al, 2010; Frisen et. al, 2007; Frisen & Holmqvist, 2010; Gini, et. al, 2008; Gini et. al, 2007; Hirsch et. al, 2012; Lodge & Frydenberg, 2005) . Bullying may be the most common type of school violence (Hirsch et. al, 2012). It is estimated that nearly 30% of youth experience bullying regularly (Bradshaw et. al, 2007; Eliot et. al, 2010) and the vast majority of students have witnessed or been involved with acts of bullying at school (Frisen & Holmqvist, 2010; Lodge & Frydenberg, 2005). Researchers note almost 90% of teens who use social media have witnessed cyber bullying, while approximately one-third have directly experienced it (Hirsch et. al, 2012).
Method:
This paper reports on a case study of one middle school’s student and teacher views on bullying and discusses findings in the context of related research on the prevalence, predictability, and perception of effective interventions. The research was undertaken in two phases. In the first phase, a survey was completed by a sample of 643 seventh and eighth grade students attending one middle school regarding their experiences with bullying, their perceptions of the predictability of and intervention strategies for bullying. This was followed by a survey that was completed by 23 teachers from the same school regarding their perceptions of the prevalence of bullying.
Analysis/Results:
Descriptive quantitative statistical analysis indicated that about one-third of students have been bullied and the majority of students have witnessed it. Both students and teachers perceived bullying to be a problem at their school and students reported to some degree that the time and place of bullying is predictable. Students reported that the most effective interventions they perceived for bullying were anonymous reporting, training students on how to help targeted students, and training students on how to stand up for themselves.
Conclusions:
Findings suggest that students want to help other students who are targets of bullying and that students value independent means of intervention most. Research implications suggest that when planning bullying intervention and prevention programs, schools should incorporate interventions that students perceive are effective to ensure utilization, as well as a need for future research on the effectiveness of anonymous reporting for bullying situations.