1. Introduction (Maqsood, 2020)

Bullying has become a pervasive problem in grammar schools globally, causing long-term effects on
the mental health and academic performance of students. Bullying is a phenomenon that has gained
increasing attention in recent years, especially in the context of schools. It refers to the act of
deliberately and repeatedly hurting, intimidating, or harming someone who is perceived as
vulnerable or weaker than oneself. This behaviour can take various forms, including physical,
verbal, social, or online, and can lead to long-term negative consequences for both the victim and
the perpetrator.

Bullying can result in several negative outcomes for school kids, including anxiety, depression,
and even suicide. The effects of bullying are not limited to the victim alone, as bystanders and
witnesses can also experience emotional distress and social isolation. Moreover, bullying can have
a significant impact on the academic performance of students, leading to poor attendance, low
grades, or even dropping out of school. This, in turn, can have lifelong consequences for the
individual's prospects and opportunities. The prevalence of bullying in schools and its harmful
effects on students make it a critical issue that requires urgent attention and action.

2. Literature Review:

School climate, defined as the social, emotional, and physical factors of the school environment,
has been recognized as an essential factor influencing bullying in grammar schools. According to
Pampati (2020) transgender students in grammar schools experienced bullying due to the poor school
climate, including the lack of school connectedness and perceived safety. Their study revealed that
students who felt a greater connection to their schools were less likely to experience bullying,
highlighting the importance of a positive school climate.
 Maqsood (2020) investigated the role of teachers in addressing the counseling needs of high school
students. The study found that these teachers played a critical role in creating a positive school
climate, which reduced the occurrence of bullying in grammar schools. Teachers who were supportive,
empathetic, and responsive to their students' needs created a safe and inclusive environment that
promoted positive relationships among students and reduced bullying. In a study by Machimbarrena
and Garaigordobil (2017), that evaluated public and private schools, found that faculty type was a
great predictor of bullying among 5th and 6th-grade students. Private schools had lower levels of
bullying and cyberbullying than public schools, which may be attributed to higher levels of faculty
connectedness, social support, and parental involvement in private schools. Several other factors
were connected to the occurrence of bullying in grammar schools, including socioeconomic status,
gender, and age (Machimbarrena & Garaigordobil, 2017; Maqsood, 2020 & Pampati, 2020). According to
Pampati (2020), ascertained that transgender student from low-income households were more likely to
experience bullying because of the intersectional nature of their identities. Additionally, Maqsood
(2020), observed that female students were more likely to experience bullying than male students.
However, the observation also found that male students were more likely to engage in bullying
behaviours than female students. Machimbarrena and Garaigordobil (2017) suggested that younger
students were more likely to experience bullying than older students.

Another important factor that affects bullying in grammar schools is peer influence. Axford (2015),
note that students who are part of a peer group that condones or encourages bullying behaviour are
more likely to engage in such behaviour themselves. This peer influence can be exacerbated by
anonymity and the perceived lack of consequences of online communication, particularly in
cyberbullying. Olweus (2013) emphasizes the importance of developing positive peer relationships
and promoting pro-social behaviour as an approach to preventing bullying behaviour.

Axford (2015) argues that bullying behavior has its roots in childhood experiences, including
family conflict, harsh parenting, and peer rejection. These experiences can result in social and
emotional problems, including low self-esteem, poor social skills, and anger control problems,
which in turn increase the risk of bullying behaviour. Farrington (2015), also introduces the
concept of the "bully-victim," a student who both bullies and is victimized by others and
highlights the importance of understanding the complex interactions between victims and
perpetrators in addressing bullying. Olweus (2013), offer a developmental perspective on bullying,
emphasizing that bullying behaviour changes over time and is influenced by different factors, such
as age, gender, and social context. They highlight the importance of understanding the
developmental trajectories of bullying behaviour and the unique roles that individuals may play,
including the bully, victim, bystander, or defender. The authors also argue that bullying is not an
individual problem but a systemic problem that requires a comprehensive approach, involving
multiple stakeholders and addressing the social and cultural factors that contribute to bullying.
Both works highlight the essential role of the school environment in influencing bullying
behaviour. Axford (2015) argues that ineffective school policies and insufficient supervision can
create a culture that tolerates bullying behaviour. In contrast, Burger et al. (2022) emphasizes
the importance of creating a positive school climate that promotes positive relationships, fosters
a sense of belonging, and provides opportunities for social and emotional learning.


3. Conclusion:

In conclusion, bullying is a complex problem that involves multiple factors, including childhood
experiences, social and emotional difficulties, developmental trajectories, school environment, and
peer influence. Effective prevention and intervention strategies require a comprehensive approach
that addresses these factors and involves multiple stakeholders, including educators, parents,
students, and policymakers. Creating a positive school climate, providing teacher support, and
addressing peer influence are some of the strategies that could help prevent and address bullying
in grammar schools. Based on the literature review, it is evident that multiple factors contribute
to the prevalence of bullying in grammar schools. These include school climate, teacher support,
school type, socioeconomic status, gender, and age. Positive school climate, teacher support, and
parental involvement have been recognized as defensive elements that reduce the incidence of
bullying. In addition, research is needed to explore the complicated interaction of these elements
and to develop powerful techniques for stopping and addressing bullying in grammar schools.


4. Resources:

Axford, N., Farrington, D. P., Clarkson, S., Bjornstad, G. J., Wrigley, Z., & Hutchings, J. J.
(2015). Involving parents in school-based programs to prevent and reduce bullying: What effect does
it have? Journal of Children's Services, 10(3), 242-251.


Burger, C., Strohmeier, D., Kollerová, L. J., & Adolescence. (2022). Teachers can make a difference
in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim,
or defender roles across time. Adolescence, 51(12), 2312-2327.


Farrington, D. P. (2015). The developmental evidence base: Psychosocial research. In G. J. Towl &
D. A. Crighton (Eds.), Forensic psychology (2nd ed., pp. 113-127). Oxford, UK: Blackwell.


Machimbarrena, J. M., & Garaigordobil, M. A. (2017). Bullying/cyberbullying in 5th and 6th grade:
Differences between public and private schools. Psicothema, 29(2), 319-326.


Maqsood, A., Sahar, N. U., & Malik, N. I. (2020). Counseling needs of high school students:
Exploring teachers' perspectives. International Journal of Educational Management, 34(2), 540-547.


Olweus, D. J. (2013). School bullying: Development and some important challenges. Annual review of
clinical psychology, 9, 751-780.

Pampati, S., Andrzejewski, J., Sheremenko, G., Johns, M., Lesesne, C. A., & Rasberry, C. N. (2020).
School climate among transgender high school students: An exploration of school connectedness,
perceived safety, bullying, and absenteeism. Journal of LGBT Youth, 17(4), 293-303.