Literature review Assignment
Name: Ayesha Sehar
1. Introduction
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 defined as deliberate,
hostile behaviour that is recurrent, unwelcome and takes place in a peer relationship with a
perceived power imbalance (Midgett & Doumas, 2019). The phenomenon of bullying has gained
attention in recent years, which 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:
The Impact of School Climate on Bullying:
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 et al. (2020) transgender students in grammar schools experienced bullying due to the
poor school climate, including the lack of school connectedness and perceived safety. Burger et al.
(2022) 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 et al.
(2020) investigated the role of teachers in addressing the counselling 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,
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empathetic, and responsive to their students' needs created a safe and inclusive environment that
promoted positive relationships among students and reduced bullying.
Factors influencing Bullying at grammar school:
Machimbarrena and Garaigordobil (2017) evaluated public and private schools and 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 (Maqsood et al., 2020; Pampati et al., 2020). It has been
ascertained that transgender students from low-income households were more likely to experience
bullying because of the intersectional nature of their identities. Additionally, 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. It is
suggested that younger students were more likely to experience bullying than older students.
Peer influence in addressing Bullying:
Another important factor that affects bullying in grammar schools is peer influence. It is noted that
students who are part of a peer group that condones or encourages bullying behaviour are more
likely to engage in such behaviour themselves (Axford et al., 2015). 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.
Family, Peer Dynamics, and School Environment:
Axford et al. (2015) argues that bullying behaviour 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. Axford et al. (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) offers a developmental perspective on bullying, emphasizing
that bullying behaviour changes over time and is influenced by different factors, such as age,
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gender, and social context. Axford et al. (2015) and Olweus (2013) 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 debated
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 et al. (2015) discussed 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. The prevailing literature overview suggests that numerous elements influence
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. (2015). Involving
parents in school-based programmes 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. (2022). Teachers can make a difference in bullying: Effects of
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teacher interventions on students’ adoption of bully, victim, bully-victim or defender roles across
time. Journal of youth and adolescence, 51(12), 2312-2327.
Maqsood, A., Sahar, N. U., & Malik, N. I. (2020). COUNSELLING NEEDS OF HIGH SCHOOL
STUDENTS: EXPLORING TEACHERS’PERSPECTIVE. Pakistan Armed Forces Medical
Journal, 70(2), 540-47.
Midgett, A., & Doumas, D. M. (2019). Witnessing bullying at school: The association between being a
bystander and anxiety and depressive symptoms. School Mental Health, 11, 454-463.
Machimbarrena, J. M., & Garaigordobil, M. (2017). Bullying/Cyberbullying in 5th and 6th grade:
differences between public and private schools. Anales de psicología, 33(2), 319-326.
Olweus, D. (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. The Journal of School Nursing, 36(4), 293-303.