Bullying In school

Bullying in School
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Bullying in school is the undesirable and aggressive behavior among pupils that encompasses an alleged power disparity. The action is repeated in verbal, physical, social, or psychological ways over time. Hence, this implies that the tormenters misuse the power they hold over the victims so as to oppress them from time to time. The act leads to serious, long-lasting problems in the life of the victims. Therefore, this paper shall identify and discuss two solutions to the problem of bullying in school.
Firstly, open communication between teachers and students should be encouraged so as to make students feel free to report bullying incidences to the teaching staff. Rapport is built when teachers are free to their students and attend meetings organized by students where school-related issues are raised (Grumm & Hein, 2012). The attendance to student meetings can make teachers stay informed on the activities taking place in school and particular student’s life. Similarly, schools need to devise adequate reporting systems that students may use to raise their grievances. Hence teachers will be in a position to shield apprentices and avert victimization instances from taking place (Espelage, Rose, & Polanin, 2015). On the same note, schools can provide non-verbal cues of communication like interior decorations so as to send a resilient dispatch to learners and paternities that the varsity adopts an optimistic atmosphere.

Consequently, this will reduce bullying as many students may fear to face the consequences depicted on the decorations (Hunt, 2015).
Secondly, schools should set clear and enforceable rules in correspondence to the age sets of their students (Mills, 2008). Younger kids should be imposed to simple rules, while older ones, their rules should be shaped so as to meet their development level. The strategies defined in the regulations set a tone for the class, and this helps educators to have a well-mannered class that is less susceptible to bullying behavior (Robinson, 2009). The consequences of violating the guidelines ought to be evidently itemized so as to make students aware of what shall happen to them if they engross in bullying comportments. Consequently, the rules will impose respect, accountability and protection among students in school (Ttofi & Farrington, 2010).

References
Espelage, D., Rose, C., & Polanin, J. (2015). Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities. Remedial And Special Education, 36(5), 299-311. http://dx.doi.org/10.1177/0741932514564564
Grumm, M. & Hein, S. (2012). Correlates of teachers’ ways of handling bullying. School Psychology International, 34(3), 299-312. http://dx.doi.org/10.1177/0143034312461467
Hunt, C. (2015). Understanding and Combating School-Based Bullying From an Individual-Level Perspective: A Review. Australian Psychologist, 50(3), 182-185. http://dx.doi.org/10.1111/ap.12093
Mills, M. (2008). Children and Bullying: How Parents and Educators Can Reduce Bullying at School – By Ken Rigby. Support For Learning, 23(4), 215-215. http://dx.doi.org/10.1111/j.1467-9604.2008.00400_4.x
Robinson, B. (2009). Children and Bullying: How Parents and Educators can Reduce Bullying at School. Child And Adolescent Mental Health, 14(2), 110-110. http://dx.doi.org/10.1111/j.1475-3588.2009.00530_3.x
Ttofi, M. & Farrington, D. (2010). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal Of Experimental Criminology, 7(1), 27-56. http://dx.doi.org/10.1007/s11292-010-9109-1