Bullying in schools has long been a pervasive issue that affects students across the country and even across the globe. It manifests in various forms, from verbal abuse and social exclusion to physical violence and cyberbullying and can have profound and lasting effects on victims’ mental health, academic performance and overall well-being. Understanding the roots of this troubling phenomenon, examining the roles of teachers and parents and exploring effective interventions are essential steps towards fostering safer, more inclusive educational environments.
Bullying often stems from complex social and psychological factors.
During adolescence, learners are navigating their identities, seeking acceptance and asserting independence. In such a volatile developmental stage, some may resort to bullying as a way to gain power, dominance or peer approval. Additionally, societal norms, media influences and family backgrounds can perpetuate aggressive behaviours. For instance, children exposed to violence at home or in their communities might imitate such conduct in school settings. Peer dynamics also play a key role. A culture that rewards conformity or marginalises differences can create an environment where bullying proliferates.
When certain learners are labelled as outsiders due to their appearance, ethnicity, sexual orientation or disabilities, they become targets for harassment and victims of mental issues. In some cases, bullying is used to reinforce social hierarchies, with those at the top intimidating others to maintain their status, the ‘cool kids’ wanting to reinforce their authority.
Teachers occupy an important position in shaping school culture and addressing bullying. Ideally, they serve as role models, enforcers of discipline and supporters of pupils emotional well-being.
However, the reality is often more complicated. In many instances, teachers may inadvertently become accomplices or passive bystanders in bullying situations. Some teachers might overlook or dismiss bullying incidents due to lack of awareness, fear of confrontation or believing that it is ‘just part of growing up’. Others may lack the training to recognise subtle forms of bullying, such as social exclusion or cyber harassment. In some cases, teachers might even perpetuate biased attitudes or stereotypes, which can indirectly endorse discriminatory behaviours among students.
More troubling are instances where teachers actively participate in bullying, either by mocking learners or showing favouritism in the classroom. Such actions can undermine efforts to create a respectful school climate. Moreover, teachers who remain silent or fail to intervene when witnessing bullying contribute to a culture of impunity, signalling to pupils that aggressive behaviour is tolerated or unimportant and making the victims of bullying lonely and without a solid school support system. This inaction can have severe consequences, as victims often feel helpless and unsafe.
Parents are fundamental in shaping children’s attitudes and behaviours outside school hours. Their influence can either serve as a deterrent to bullying or inadvertently reinforce it. On one hand, some parents actively educate their children about empathy, respect and the importance of kindness. They monitor online activities, communicate openly about social issues and collaborate with schools to prevent bullying. Such proactive parenting fosters emotional intelligence and resilience, equipping children to handle peer conflicts constructively. On the other hand, certain parental attitudes may perpetuate the cycle of bullying. For example, parents who dismiss or minimise their children’s aggressive behaviours, justify bullying as ‘kids being kids,’ or model hostile attitudes can transmit harmful norms. Additionally, overprotective or authoritarian parenting styles might suppress emotional expression, leading children to externalise frustrations through aggressive acts. Sometimes, parents inadvertently encourage competitiveness and dominance, which can mirror in their children’s social interactions.
While many schools have adopted anti-bullying programmes, the persistence of bullying indicates that much work remains. Success depends on sustained commitment and cultural change. Teachers and administrators must move beyond reactive measures and embed respect and empathy into daily school life. Parents must become active partners in fostering positive social norms at home. Students need to be empowered to speak out and support their peers.
It is also vital to recognise that bullying is a societal issue, deeply rooted in broader cultural attitudes and inequalities. Combating it requires not only school-based initiatives, but also societal efforts to promote inclusion, diversity and emotional intelligence.
It is a social responsibility to raise children that are self-aware and empathetic and to identify children that need support and extra care so they are not left vulnerable in spaces where children should be safe.
The culture of bullying in schools is a complex problem with serious consequences for individuals and communities. While teachers and parents play critical roles, either as accomplices through inaction or as allies in prevention the ultimate solution lies in creating a culture of respect, empathy and accountability.
Through comprehensive policies, education, community engagement and unwavering commitment, schools can become safe spaces for all learners, creating more than just academic success, but also the social and emotional development necessary for a compassionate society.
During adolescence, learners are navigating their identities, seeking acceptance and asserting independence. In such a volatile developmental stage, some may resort to bullying as a way to gain power, dominance or peer approval. (Pic: Learn4Life)