Identifying the Problem
School bullying is a common occurrence in schools at all levels to the extent that the Scope of the Problem has become a topic of public concern and considerable research in the last three decades. In the October 2006 issue of Canadian Living Dorrell states, “Bullying occurs at school more than any other place, largely because kids spend most of their time there, and it can go undetected given the ratio of kids to adults” (p. 276). Although bullying has often been dismissed as childhood behaviour (Candappa & Oliver, 2003), it is important for both children and adults to distinguish normal conflict from bullying. Bullying can take on many forms; physical aggression, name calling, mocking, threats, exclusion, gossiping, and more. With growing concern for the level of bullying and violence in today’s society, schools are now being asked to develop anti-bullying policies in an effort to reinforce positive behaviour, develop respect for all, and eliminate bullying.
Worldwide research, beginning in 1972 with Norwegian scholar Daniel Olweus has significantly increased our knowledge regarding the damaging effects of bullying. There is strong evidence that shows harmful and long-lasting effects for children who bully, those who are bullied, and those who are bystanders and witness bullying situations. Barbara Coloroso (2002) defines this triad as, “three characters in a tragic play” (p. 3). Academic, social, and emotional problems have all been identified as problems that result from bullying incidences (Steps to Respect, 2005; Crick, Ostrov, & Werner, 2006; Frey, Hirschstein, Snell, Edstrom, MacKenzie & Broderick, 2005). Significant health issues including anxiety, depression, and physical complaints are also linked to bullying (Pepler & Craig, 2007).
Canada is not exempt from the issue of bullying. Recent data from the World Health Organization (WHO) indicate that Canada ranked 26th and 27th out of 35 countries on measures of bullying and victimization respectively (Pepler & Craig, 2007). In 1993, Canadians researchers Ziegler and Pepler conducted a study and found that the rate of bullying in schools was approximately 20%. This is consistent with most research that indicates between 10-30% of children are being bullied during a term (Eslea and Smith, 1998). Ontario has recognized that safety is a concern for all schools and in 2000 Bill 81, the Safe Schools Act received royal assent.
In order to help students of bullying battle the problem, it is necessary for adults to take responsibility for educating our youth regarding physical and relational aggression. Olweus (1993) states, “The attitudes, routines, and behaviours of the school personnel, particulary those of the teachers, are decisive factors in preventing and controlling activities” (p.46). Teachers can have a large impact on the lives of their students and their ability to recognize and respond to bullying incidents is crucial to the successful implementation of anti-bullying program. The Steps to Respect Program is an important "step" in the right direction that adults have taken to combat bullying at Holy Cross School. |