Addressing bullying in schools : theory and practice

Abstract

Bullying in schools has become an issue of major importance among educators. However, interventions to reduce bullying have enjoyed only modest and limited success. This paper, which is based on a project partially funded by the Criminology Research Council, examines five different theoretical perspectives on understanding bullying and their implications. These approaches emphasise, respectively: individual differences; a sociocultural perspective; group and peer pressure; and bullying from the perspective of restorative justice. Each has had some impact on school policies and practices to counter bullying. The strengths and limitations of the different explanations are examined. It is concluded that none of them is sufficiently comprehensive in providing a definitive answer as to what is 'best practice' in this area. Therefore, in applying anti-bullying policies and procedures, schools should consider the strengths and limitations of each suggested approach and the appropriateness of its application to particular bully / victim problems.

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