Teachers' perception of bullying in Junior Lyceums

Abstract

"I trust and believe that such scenes are not possible now at school. .............. but I am writing as they were in our time". (Tom Brown's School Days p.187). Bullying is not a simple phenomenon, nor is it easy to define or contain, yet we all know what it is and how it takes place. We are all knowledgeable on the subject and most of us have given and taken in the bullying business. And we are all agreed; we do not condone it or wish to accept it. Answers are not easy, yet asking practical questions of staff about bullying and taking effective action can be equally difficult. On the 12th April 1991, The Times Educational Supplement ran an editorial on the topical subject of bullying. The short article made some sweeping statements about teacher reaction and possible reasons for apparent apathy or antipathy to the effect of bullying. "The mystery is why teachers do not take it more seriously when it can have such obvious repercussions on children's attitude to school and achievement." (T.E.S. 12/4/91) . However, it is difficult for teachers and other adults to reach valid conclusions about he level of incidence and type of bullying in schools, as it is part of the school culture which bullies and often their victim, seek to hide from adults. Teachers may not be as dismissive as the article suggests since they may not have a view which accords with the pupils' view and this latter perspective, in itself may be an inaccurate or exaggerated one. Only when teachers have more conclusive evidence of levels and pupils' opinions on bullying will they begin to combat the problem, because they must know that the problem is one which concerns the school population and one about which, should they seek to take action, the teachers will have the support of the pupils.