Health, Australia (Commonwealth Union) – Researchers point out that the unfamiliar face, the class entertainer, the crowd favorite, the troublemaker, or the solitary figure – these are labels we often attach to children and adolescents, stereotypes frequently portrayed in Hollywood films. Yet, recent research from the University of South Australia (UniSA) suggests that individuals falling into these categories may not only be susceptible to bullying but may also engage in bullying behaviors themselves, both presently and in the future.
In a distinctive case study, researchers from UniSA’s Centre for Research in Educational and Social Inclusion delved into the experiences of a self-identified persistent bully—a perspective often overlooked in existing literature. This exploration aimed to uncover deeper insights into the factors contributing to such antisocial and aggressive behavior.
Utilizing a qualitative, exploratory case study approach, the researchers pinpointed three crucial social and behavioral ‘turning points’ that guided a child towards bullying others, ultimately sustaining the pattern of bullying. These turning points included:
Peer rejection and a sense of not belonging.
Seeking belonging through the means of bullying.
Attaining social positioning, status, and reputation through bullying.
In Australia alone, an alarming 543,000 individuals initiate over 35 million bullying incidents annually, with nearly 25% of students (approximately 910,000) experiencing bullying during their time in school. Among the victims, about 24% fall into the category of ‘bully-victims’—individuals who are both victims and perpetrators of bullying.
Dr. Deborah Green, a researcher and education expert at UniSA, emphasizes the critical need to address bullying by focusing on understanding the individual and their motivations. Despite decades of global research on bullying, the prevalence persists, with one in four children still falling victim to bullying in schools, translating to more than one bullying incident every week in every school across Australia, according to Dr. Green.
She further indicated that the repercussions of bullying extend beyond the immediate impact and persist long after students have left school, with effects lasting up to 20 years later. The estimated economic costs associated with bullying amount to $2.3 billion.
Evidently, conventional interventions and penalties are ineffective for certain students. Therefore, it is crucial to explore alternative solutions, especially for those who persist in engaging in bullying behavior.
Dr. Green also pointed out that this study delves into a seldom-heard perspective—that of the bully—and unveils insightful findings regarding how and when their behavior undergoes a transformation. Termed “turning points,” these instances signal shifts in behavior and present opportunities for intervention.
The case study illuminates how each turning point triggers a chain reaction of behaviors and responses, ultimately shaping the trajectory of bullying and reinforcing the emergence of persistent bullying behavior.
Regrettably, but not uncommonly, the subject of this study initially experienced bullying as a victim. Subsequently, in an effort to connect with peers, the individual resorted to disruptive actions, displaying bullying behaviors toward others, as indicated by Dr. Green.
“Ironically, this generated a sense of social standing within his peer group, which led him to detention where he forged a friendship group – the ‘detention kids’ – and a heightened sense of status and belonging.
“Like all of us, he wanted to feel connected and like he belonged; he wanted a friend. But at each turning point, this need was filled by negative behaviours, rather than positive ones.
According to Dr. Green, this research underscores the importance for teachers, counselors, and wellbeing leaders to contemplate the specific needs of young individuals involved in persistent bullying and to provide support in addressing the factors that may have contributed to this behavior.
She also urged teachers and counselors to stay attuned to the peer dynamics and social structures within their classes, enabling them to gain a deeper understanding of social issues and respond effectively. Dr. Green emphasizes, there is a call for the integration of this awareness into the training of future educators during their initial teacher education programs as well.
