Bullying Assignment

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Running Head: ADDRESSING BULLYING IN THE CLASSROOM 1 Addressing Bullying in the Classroom Tia Walker Liberty University EDUC 304

ADDRESSING BULLYING IN THE CLASSROOM 2 Social Ostracism and the Bullying Cause Social bullying is the first type of bullying displayed by Emily and Keisha to Tasha. The public rejection of Tasha in front of their peers, by banning Tasha’s place at the lunch table and their group, is a power play by Emily to show the other students that Tasha is not acceptable company. This social rejection also allows the physical bullying and hurting of Tasha to become more acceptable in the other student’s eyes, and she is considered a deserving target. The pointed jabs at Tasha’s appearance and clothes further establish Emily’s and Keisha’s superiority to Tasha in their eyes and decrease Tasha’s social status amongst her peers. In the K-9 classroom, the teachers’ response to student bullying is the main effect on the outcome. In a study performed by the A&M University of Alabama, it was found that the “teacher empathy, perception of seriousness, and response significantly predicted preschoolers verbal, psychical, and relational bullying behaviors” (Marengo, 2021). The significant authoritative role in student’s daily lives that teachers occupy gives them a unique insight and opportunity to prevent the formation of bullying between the students in the classroom. Ineffective or uncaring responses from said teacher often result in increased bullying interactions and a belief that they “can get away with it” (Marengo, 2021). The teachers’ lack of empathy or understanding of the effects of bullying on a child can also lead to the increase of negative social interactions towards said child. For the teacher, an increased knowledge base of bullying behavior and knowledge of effective techniques to stop it are essential in stopping bullying among their students. Early intervention programs that target the minds of students and prime them against bullying are also essential. “A child’s formative years are very important as environmental influences can have a significant effect that can impact brain development, learning, behavior, physical and mental health (U.S. Department of Education, 2011).”

ADDRESSING BULLYING IN THE CLASSROOM 3 (Marengo, 2021) Social bullying may be hard to identify; oftentimes a student being ostracized is a consequence of the student’s own bad behavior to their peers. Being aware of genuine consequences from one's behavior vs social bullying is an important distinction as students will become resentful if they are forced to positively socially interact with one who treats themselves very badly (Davis, 2018). Empathy and the knowledge of the seriousness of the social consequences Tasha faces is crucial in helping her and stopping the bullying that she is dealing with. Setting up a confidential reporting system for bullying incidents, such as a designated box where students can drop anonymous notes, or making oneself available to speak to the side, without other students seeing. This will have to be monitored for misuse. Eliminating the bystander effect is also a solution, making students aware of social bullying and shaming those who try and partake in it. A sign that the solutions are working is increased empathy and respect among students. They will hopefully demonstrate greater understanding and empathy towards their peers, t will show respect for individual differences and treat each other with kindness. This will cause a decrease in bullying incidents and students will feel safer and more secure in the school environment, leading to decreased stress and improved classroom behavior. As she will be socially accepted, Tasha should become more outgoing and happier, which in turn will cause more students to accept her socially. Psychical Bullying and Its Dangers Emily and Keisha’s increasingly aggressive actions towards Tasha are a major cause for concern. The incident of Emily tripping her is a sign that Emily doesn't care about Tasha’s

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ADDRESSING BULLYING IN THE CLASSROOM 4 physical wellbeing at all, and she is willing to jeopardize it to further humiliate Tasha in the eyes of her peers. This physical humiliation feeds the social humiliation and vice versa. A bullying feedback loop is created from this and ostracizes Tasha even more. “The bully might use aggressive and insensitive behavior towards others in order to attempt to obtain or maintain a position of power and centrality in the peer group” (Davis, 2018). The teacher’s control of the classroom is very important in reducing bullying, “Beyond the risk of victimization, various evidence suggests that a conflictual relationship with the teacher tends to be associated with an increased risk of both physical and verbal aggression towards peers” (Davis, 2018). The danger of physical bullying most be clearly understood by all parties in the classroom, More anti-bullying measures include educating students and staff, “Research studies have concluded that teachers are sometimes unaware or unable to identify bullying, particularly in verbal and relational forms” (Marengo, 2021). Conduct regular discussions on bullying, its consequences, and how to prevent it. Create options for students to express their concerns, fears, and experiences in a safe environment. Encourage them to speak to a teacher or parent if they witness or experience bullying. Provide strict punishments on physical bullying as it is dangerous to student’s health to allow it to continue. The problem of empathy towards victims is an issue even for teachers, “Rigby (2002) found that 98% of teachers were sympathetic to victims of bullying; however only 81% of teachers believed teacher intervention was appropriate” (Marengo, 2021). Make sure staff understand the horrible effects of physical bullying can have on a victim. The anti-bullying measures will have a strong effect in the classroom, Tasha will feel an increased sense of safety and comfort for her physical health. Also, her personal items will not have a risk of becoming damaged. This new culture should lead to increased anti-bullying

ADDRESSING BULLYING IN THE CLASSROOM 5 sentiments among the students, and they will actively intervene and discourage bullying behavior. This, along with students having a more constructive outlook on dealing with negative emotions and feelings will hopefully allow conflicts to be resolved with more positive results (Roe, 2019). Positive reinforcement is the key to achieving this, celebrating acts of kindness, reinforcing positive behaviors and setting respectful conduct. When students feel safe and secure in their environment, they are more likely to attend school and focus on their classes, leading to improved academic performance. The overall atmosphere will become more positive and safer. With teachers displaying empathy and care towards students, they will have an increased sense of safety in the classroom. Verbal Bullying and Its Subtle Destruction The verbal bullying displayed here shows how Emily and Keisha use shame and humiliation to cast Tasha out from their friend group and show that she is poor and dirty to her peers. Verbal bullying is often used to tie into social bullying. It is also a tool to bring down Tasha’s self-esteem, by grinding her down and implying she is beneath them. Tasha is displaying her low self-esteem that was brought on by the bullying in class; she is withdrawing and becoming forlorn, and this will cause Emily and Kiesha to ramp up their attacks as they feel they are “winning”. Verbal bullying will only increase in cruelty and frequency if it is not addressed soon by teachers. The verse from Leviticus 19:15, “Ye shall do no unrighteousness in judgment: thou shalt not respect the person of the poor, nor honor the person of the mighty: [but] in righteousness shalt thou judge thy neighbor”. Is a good example to students in respecting all, and rightfully judging those who do not act in a Biblical manner (King James Bible, 1611/2023).

ADDRESSING BULLYING IN THE CLASSROOM 6 Around 20 percent of young students reported being bullied in the school year (Roe, 2019). Females reported being bullied more than males, 6-12 had the highest bullying frequency, rural communities have more bullying than towns, and their appearance was the most frequent target (Roe, 2019). Students who are LGTBQ are a common target of bullies. Students who are bullied have a higher frequency of depression and anxiety, and bullies are more likely to drop out of school (Roe, 2019). These factors make it paramount that bullying is stopped as soon as possible to give the students the best chance at making it through school. Early intervention in younger grades is the most effective way to stop the harmful effects of bullying before it can do much damage. Immediate intervention when the signs are shown, with fact finding and discussion as a follow-up are useful tactics in targeting bullying, along with reporting the incident and immediate discussion with parents (Roe, 2019). It is difficult to accurately estimate the prevalence of bullying among students; however, some evidence suggests that, in Italy, between 44% and 60% of minors have experienced at least one episode of bullying (Davis, 2018). With these issues in mind and a plan to address them the number of reported bullying incidents will likely decrease. The verbal factor in bullying is hard to recognize if it is subtle, but with proper training teachers and staff will be able to see the verbal bullying and act quickly. Both teachers and students will be more knowledgeable about bullying and its effects, having participated in anti-bullying training. They will understand the importance of kindness, empathy, and inclusivity. The verbal abuse and the social backlash from it that Tasha faces will decrease, and Emily and Keisha will be recognized among their peers as the bullies they are. It's important that the effectiveness of anti-bullying must have regular assessments of the school's anti-bullying policies, to help identify areas of improvement and ensure an effective effort to create a safe and

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ADDRESSING BULLYING IN THE CLASSROOM 7 supportive learning environment for students. Biblical Reflection As Matthew 5:43-48 states, “Ye have heard that it hath been said, Thou shalt love thy neighbour…” (King James Bible, 1611/2023). Seeking wisdom in the Bible will provide invaluable for teaching the students kindness and love. As stated in Mathew 7:12, “So whatever you wish that others would do to you, do also to them, for this is the Law and the Prophets" (King James Bible, 1611/2023). Using Biblical Scripture in teaching the youth of the classroom will give them a spiritual meaning to being anti-bullying. They will see and understand that Jesus would love all their peers, and it is unchristian of them to act in such a manner to Jesus’s children. They will see the error of their ways with both Biblical instruction, and teacher oversight.

ADDRESSING BULLYING IN THE CLASSROOM 8 References Davis, T. J., & Gere, B. O. (2018). Teachers’ beliefs and predictors of response to verbal, physical and relational bullying behavior in preschool classrooms. IAFOR Journal of Psychology & the Behavioral Sciences, 4(2), 15–31. https://doi.org/10.22492/ijpbs.4.2.02 The King James Bible. (2023). Christian Bible Society. Originally published 1611. Marengo, D., Fabris, M. A., Prino, L. E., Settanni, M., & Longobardi, C. (2021). Student‐teacher conflict moderates the link between students’ social status in the classroom and involvement in bullying behaviors and exposure to peer victimization. Journal of Adolescence, 87(1), 86–97. https://doi.org/10.1016/j.adolescence.2021.01.005 Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019). Teaching reading in today’s elementary schools (Vol. 12). Cengage Learning.

Bullying Assignment

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