The main aim of this study was to examining bullying in school from a pupil-based perspective. Study 1 used interviews with fifth and sixth class pupils in five rural and urban primary schools to develop a pupil-based definition of bullying. Analyses identified a number of areas where this definition differed from traditional research definitions. Study 2 examined the reporting of involvement in bullying using this definition. Pupils in fifth and sixth class in 19 schools completed an anonymous self-report questionnaire on their involvement. Although the results showed lower levels of involvement than a recent nation-wide study, there were a number of methodological issues that may explain these differences. Finally, Study 3 developed and tested a method by which pupils designed an anti-bullying educational intervention for use in schools. Assessments of involvement in bullying at pre-intervention and post-intervention were used to identify any changes in involvement. While no significant change was identified, the benefits and effects of involving pupils in tackling bullying were considered. Overall, it was concluded that researching bullying using a pupil-based approach added to our understanding of bullying in schools.
School violence and bullying including cyberbullying is widespread and affects a significant number of children and adolescents.
UNESCO Member States declared the first Thursday of November, the International Day against Violence and Bullying at School Including Cyberbullying, recognizing that school-related violence in all its forms is an infringement of children and adolescents’ rights to education and to health and well-being. It calls upon Member States, UN partners, other relevant international and regional organizations, as well as civil society, including non-governmental organizations, individuals and other stakeholders to help promote, celebrate and facilitate the international day.