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Journal articles on the topic 'Bullying in schools – South Africa'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Steyn, Gertruida Maria, and Gunam Dolan Singh. "Managing bullying in South African secondary schools: a case study." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1029–40. http://dx.doi.org/10.1108/ijem-09-2017-0248.

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Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.
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Muthevhuli, B. J., and O. S. Obadire. "Exploring the Effects of Bullying on Primary School Pupils in South Africa." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 209–28. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a10.

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This study investigated the causes and effects of bullying on primary school pupils in Waterval village in Limpopo Province, South Africa. Qualitative method with purposive sampling was used as a subtype of non-probability sampling. Data were analysed using thematic content analysis which identifies and summarises message contents from respondents. Participants in the study were parents, teachers, community members and the pupils with the permission from their School Governing Board (SGB). The study found that it was difficult to know about cases of bullying at school as many of them were not reported. It was revealed that bullying affects school pupils’ performance and concentration in class as many of them are traumatised. The study recommends that creation of awareness and providing a conducive environment for recreational activities at schools and community, while encouraging and rewarding well-behaved pupils at schools and in the community will curb the menace of bullying at schools.
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De Wet, Nita Corene. "Bullying in South African schools." International Journal of Learning: Annual Review 12, no. 1 (2006): 294–303. http://dx.doi.org/10.18848/1447-9494/cgp/v12i01/46516.

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Reygan, Finn. "Making schools safer in South Africa: An antihomophobic bullying educational resource." Journal of LGBT Youth 13, no. 1-2 (April 2, 2016): 173–91. http://dx.doi.org/10.1080/19361653.2015.1088814.

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5

Laas, A., and T. Boezaart. "The legislative framework regarding bullying in South African schools." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 6 (March 4, 2015): 2667. http://dx.doi.org/10.4314/pelj.v17i6.12.

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6

Reyneke, Mariëtte (J M. )., and Lynette Jacobs. "Can legal remedy be used to address bullying and cyberbullying in South African schools?" Polish Journal of Educational Studies 71, no. 1 (December 1, 2018): 66–80. http://dx.doi.org/10.2478/poljes-2018-0006.

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AbstractBullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber­bullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Prevent­ing and counteracting bullying requires interventions on several level, and one pos­sibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbul­lying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.
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Magidi, Mufaro, Rinie Schenk, and Charlene Erasmus. "HIGH SCHOOL LEARNERS’ EXPERIENCES OF GANGSTERISM IN HANOVER PARK." Southern African Journal of Social Work and Social Development 28, no. 1 (July 22, 2016): 69–84. http://dx.doi.org/10.25159/2415-5829/1351.

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The culture of gang violence has become deeply entrenched in South Africa. The present study explored the experiences of non-gang school-going adolescents regarding gangs and gangsterism in Hanover Park in the Western Cape. A qualitative exploratory approach was used. Data collection instruments were focus group discussions supported by qualitative semi-structured interviews involving 18 adolescents between the ages of 16 and 18 from two secondary schools in Hanover Park, Cape Town. The data were thematically analysed. The results have shown that the presence of gangs affects the learners’ school attendance, restricts their mobility, increases bullying at school and seriously disrupts family and community life.
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Townsend, Loraine, Alan J. Flisher, Perpetual Chikobvu, Carl Lombard, and Gary King. "The Relationship between Bullying Behaviours and High School Dropout in Cape Town, South Africa." South African Journal of Psychology 38, no. 1 (April 2008): 21–32. http://dx.doi.org/10.1177/008124630803800102.

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Grobler, B. R., K. C. Moloi, and P. J. Vermeulen. "Educators’ Perceptions of Bullying Behaviours by School Leadership in the Gauteng Province, South Africa." International Journal of Educational Sciences 11, no. 2 (November 2015): 163–76. http://dx.doi.org/10.1080/09751122.2015.11890387.

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Mlisa, L. Nomfundo, Catherine L. Ward, Alan J. Flisher, and Carl J. Lombard. "Bullying at Rural High Schools in the Eastern Cape Province, South Africa: Prevalence, and Risk and Protective Factors at School and in the Family." Journal of Psychology in Africa 18, no. 2 (January 2008): 261–67. http://dx.doi.org/10.1080/14330237.2008.10820195.

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11

Solomon Modiba, Ngwako. "Learner-bullying in South African secondary schools compromises teacher security: a case of three educational institutions." African Renaissance S1, no. 1 (March 15, 2019): 269–94. http://dx.doi.org/10.31920/2516-5305/2019/s1n1a13.

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Cala, Verónica C., Encarnación Soriano-Ayala, and Antonio J. González. "Adolescents Perceptions of Health Education in Secondary Schools: The Need for a Dialectical, Practical and Transcultural Proposal." Practice and Theory in Systems of Education 11, no. 1 (February 1, 2016): 27–35. http://dx.doi.org/10.1515/ptse-2016-0004.

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AbstractHealth education in Spanish schools is still considered as a controversial subject, which Educational laws and programs have always faced ambiguously. This report presents adolescents’ opinion about health education in their schools. In particular, which curricular and extracurricular aspects are being developed, and which strengths and problems related to health education they identify in their educational centers. Based on the situational analysis, we make a quick diagnosis of the state in which health education stands, in order to find a starting point for the improvement. We conducted 15 depth interviews with Romanian and Spanish students in 3 teaching centers of the South of Spain. The qualitative analysis of data was carried out using Atlas Ti, version 7. The results show that participants do not consider schools as the main source of health learning, while family, peers and technologies are seen as more significant agents. In secondary schools, most of the information related to health is received through outside educational programs, and it is seen as ineffective because they are partial, merely informative and not continuous over time. The main health problems in secondary schools identified were stress and bullying, and we may consider as relevant the existence of discrimination based on origin or precedence. Furthermore, participants provide an essentialized, stereotyped and inferior vision of health in other foreign continents (Africa) and religions (Islam). Adolescents portrays a School far from health, with a traditional health education model and a biomedical conception of health. This scenario suggest a need to bring back the Perugia School approach based on developing dialectical, praxiological and transcultural methodologies and where students could get involved and participate in their own health learning.
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Varela, Jorge J., Shazly Savahl, Sabirah Adams, and Fernando Reyes. "Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison." Child Indicators Research 13, no. 3 (May 21, 2019): 819–38. http://dx.doi.org/10.1007/s12187-019-09648-0.

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Spijker, Arda, and Madelene De Jong. "Family Conferencing: Responsibility at Grassroots Level – A Comparative Analysis between the Netherlands and South Africa." Potchefstroom Electronic Law Journal 24 (April 22, 2021): 1–32. http://dx.doi.org/10.17159/1727-3781/2021/v24i0a9325.

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As family group conferencing is gaining world-wide recognition as an alternative dispute resolution process, this article aims to outline the origin and relevance of this process, which promotes solution-finding to family problems by the family themselves and/or the social network and usually results in a plan or agreement that will be implemented collaboratively by the people involved. Although it was originally used in child protection matters, the process is now used for a wide range of problems pertaining to families and individual family members, including divorce matters, the illness or death of a family member, the care of the elderly, family financial problems, bullying, addiction cases, domestic violence and child justice matters. The process is also suitable for application in problems concerning any group, neighbourhood or school. Next, the application of family group conferencing in both the Netherlands and South Africa is first examined and then briefly compared. It appears that family group conferencing through Eigen Kracht in the Netherlands is an established practice which consists of a relatively simple and quick process and yields positive results for families/communities experiencing problems. Recently the Dutch Youth Act of 2015 (Jeugdwet) made legislative provision inter alia for a family group plan to be drafted by parents, in conjunction with next-of-kin or others who are part of the social environment of a youth/juvenile person. On the other hand, although extensive legislative provision is made for family group conferencing by the Children's Act 38 of 2005 in children's court proceedings and by the Child Justice Act 75 of 2008 in the child justice system in South Africa, the process has not yet reached its potential in terms of the implementation of the concept. Lastly, some recommendations are made which mainly aim to contribute to the implementation of the concept in South Africa, in that the model will eventually be fully developed and utilised for the benefit of individuals, children, their families and/or social network.
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Ndebele, Clever, and Dudu Msiza. "An Analysis of the Prevalence and Effects of Bullying At a Remote Rural School in the Eastern Cape Province of South Africa: Lessons for School Principals." Studies of Tribes and Tribals 12, no. 1 (July 2014): 113–24. http://dx.doi.org/10.1080/0972639x.2014.11886692.

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Rautenbach, Christa. "Editorial." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 6 (November 14, 2014): 0. http://dx.doi.org/10.17159/1727-3781/2014/v17i6a618.

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EditorialThis voluminous issue consists of 13 articles and 8 notes dealing with various legal topics in South Africa and abroad. The articles commences with Ig Rautenbach’s discussion of the ever-elusive concept of proportionality in the light of the text of the South African Constitution. Mmaphuti Tuba analyses the different approaches adopted for the regulation of payment systems in a variety of legislative instruments by the European Union. Phoebe Boltondeals with the thorny issue of public tenders and the extent to which bidders must comply with tender specifications and conditions. Leentjie de Jong examines present-day family arbitration and the problems experienced with it. Daleen Millard and Birgit Kuschke evaluate the insurer’s pre-contractual duties in the light of the transparency principle in insurance law. Karin Calitz deals with the question if a church can be held liable for the sexual assault of children by a priest, when the victims claim as adults, many years after the events took place. The entitlement of a non-member spouse to the member’s pension forms the focus point of Clement Marumoagae’scontribution. Mitzi Wiese reflects on the correctness of the classification of liens into enrichment and contractual liens. Frans Viljoen and Nicholas Orago analyses the importance and implications of the individual communications procedure under the Optional Protocol to the International Covenant on Economic, Social and Cultural Rights (OP-ICESCR) and details some of the reasons why it would be beneficial for South Africa to accede thereto. The interplay between international law and labour law in South Africa in the context of diplomatic immunity is investigated byEzette Gericke. Cornelius Kilian and Elizabeth Snyman-Van Deventer consider section 75 in the Companies Act of 1973 (or its equivalent, section 36(2) in the Companies Act of 2008) and the topic of statutory approval for an artificial decrease or increase in the number of issued shares. Annelie Laas and Trynie Boezaart give a critical analysis of the legal measures available to curb bullying in schools. Further afield, Mtendeweka Mhango discusses the development and current status of the political question doctrine in Ghana.The first note by Roger Evans and Lienne Steyn deliberate on the seemingly contradictory outcomes of three high court judgments regarding the question of ownership of property which vests in the master of the high court by virtue of the Insolvency Act 24 of 1936. Philip Stevens also discusses recent judgments pronouncing on the entering of the particulars of child sex offenders into the register for sex offenders as enunciated in Chapter 6 of the Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of 2007. Sieg Eiselen illustrates how the Department of Trade and Industry’s proposed amendment to the definition of “electronic signature” would undermine the key principles of functional equivalence, media neutrality and party autonomy. Luanda Hawthorne deliberates on the element of exploitation in bargaining relationships between contractual parties, as highlighted in Uniting Reformed Church, De Doorns v President of the Republic of South Africa 2013 5 SA 205 (WCC). Anneliese Roos and Magda Slabbert discuss the case of Isparta v Richter 2013 6 SA 4529 (GP), which dealt with defamation in the social media on the Facebook platform. Rowena Bernard considers the case of Department of Correctional Services v Police and Prison Civil Rights Union (POPCRU) 2011 32 ILJ 2629 (LAC), where the employer's application of rules relating to the dress code of employees impacted on the religious beliefs and practices of five of the staff members. Nico Buitendag and Karin van Marle reflect on Afriforum v Malema 2011 6 SA 240 (EqC), which drew considerable attention in the media and in the public discourse. In the last contribution, James Linscott analyses F v Minister of Safety and Security 2012 1 SA 536 (CC), which dealt with the “standard” test for vicarious liability.EditorChrista Rautenbach
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17

Liang, Holan, Alan J. Flisher, and Carl J. Lombard. "Bullying, violence, and risk behavior in South African school students." Child Abuse & Neglect 31, no. 2 (February 2007): 161–71. http://dx.doi.org/10.1016/j.chiabu.2006.08.007.

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18

Blumberg, L., E. L. Karlsson, I. T. Hay, J. A. L. Van Wyk, and F. J. Pretorius. "MEDICAL SCHOOLS IN SOUTH AFRICA." Lancet 327, no. 8480 (March 1986): 560. http://dx.doi.org/10.1016/s0140-6736(86)90915-3.

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19

Ngidi, Ndumiso Daluxolo, and Relebohile Moletsane. "Bullying in school toilets: Experiences of secondary school learners in a South African township." South African Journal of Education 38, Supplement 1 (October 31, 2018): S1—S8. http://dx.doi.org/10.15700/saje.v38ns1a1588.

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Bhana, Deevia, and Emmanuel Mayeza. "Primary Schoolgirls Addressing Bullying and Negotiating Femininity." Girlhood Studies 12, no. 2 (July 1, 2019): 98–114. http://dx.doi.org/10.3167/ghs.2019.120208.

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In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity based on the African principle of ubuntu. Moving away from the discursive production of girls’ victimhood, we show how girls construct their own agency as they actively participate in multiple forms of femininity advocating both violence and forgiveness. Given the absence of teacher and parental support for girls’ safety, we conclude with a call to address interventions contextually, from schoolgirls’ own perspectives.
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Bajaj, Monisha, Ameena Ghaffar-Kucher, and Karishma Desai. "Brown Bodies and Xenophobic Bullying in US Schools: Critical Analysis and Strategies for Action." Harvard Educational Review 86, no. 4 (December 1, 2016): 481–505. http://dx.doi.org/10.17763/1943-5045-86.4.481.

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In this essay, Monisha Bajaj, Ameena Ghaffar-Kucher, and Karishma Desai present an evidence-based action project that seeks to interrupt and transform bullying behaviors directed at South Asian American youth in schools in the United States. In the context of this essay and project, they argue that larger macro-level forces which promote misinformation about youth who inhabit brown bodies have given rise to bullying and, in some cases, harassment and hate crimes in schools. Conventional literature on bullying offers inadequate frames for how the forces of Islamophobia—which affect all those perceived to be Muslim—and bullying come together to shape realities for South Asian American youth in schools. The authors advance new frameworks and strategies for understanding xenophobic and bias-based bullying and explore schools as sites of possibility to interrupt Islamophobia and misinformation about South Asian Americans.
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Mtambeka, PP, AB Van As, CA Mavengere, A. Van Niekerk, G. Elliot, and R. Mcinerney. "885 Safe schools project, South Africa." Injury Prevention 22, Suppl 2 (September 2016): A315.3—A316. http://dx.doi.org/10.1136/injuryprev-2016-042156.885.

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Mayeza, Emmanuel, and Deevia Bhana. "Boys and bullying in primary school: Young masculinities and the negotiation of power." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1858.

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In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to talk about what it meant to be a bully, we gained a far more complex picture of how bullying behaviour manifests between learners at school. Indeed, our participants’ accounts of violence at school gave us great insights into the complexities of gender violence and highlighted the broader socio-cultural and economic conditions that produce it. We conclude that it is vital to understand the mechanisms of gender power relations among primary school learners, if primary school violence prevention interventions are to be effective.
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Brown, Anthony, and Johannes Buthelezi. "School-Based Support Team Responses to Sexual Diversity and Homophobic Bullying in a South African School." Interchange 51, no. 4 (April 27, 2020): 471–82. http://dx.doi.org/10.1007/s10780-020-09404-2.

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Odora, Ronald J., and Sheila N. Matoti. "The Nature and Prevalence of Cyber Bullying Behaviors among South African High School Learners." International Journal of Educational Sciences 10, no. 3 (September 2015): 399–409. http://dx.doi.org/10.1080/09751122.2015.11890362.

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Reschovsky, Andrew. "Financing Schools in the New South Africa." Comparative Education Review 50, no. 1 (February 2006): 21–45. http://dx.doi.org/10.1086/498327.

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Reschovsky. "Financing Schools in the New South Africa." Comparative Education Review 50, no. 1 (2006): 21. http://dx.doi.org/10.2307/3542131.

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28

Robertson, B. A. "HEALTH PROMOTION THROUGH SCHOOLS IN SOUTH AFRICA." Southern African Journal of Child and Adolescent Mental Health 6, no. 2 (January 1994): 69–70. http://dx.doi.org/10.1080/16826108.1994.9631536.

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Bax, Trent M. "A Contemporary History of Bullying & Violence in South Korean Schools." Asian Culture and History 8, no. 2 (June 21, 2016): 91. http://dx.doi.org/10.5539/ach.v8n2p91.

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<p class="1Body">At the end of 2011 a bully-suicide case set off a wave of public and political concern for and increased sensitivity toward bullying-and-violence in South Korean schools. Following yet another high-profile bully-suicide case in 2013 the issue of school violence was designated a ‘social evil,’ with punitive-leaning and security-centric measures quickly implemented to try and ‘eradicate’ bullying-and-violence from South Korean society. During this period a particular discourse emerged - seemingly supported by survey data - claiming violence in schools in recent years has: a) become more pervasive, b) is occurring earlier and, c) like ‘gangsters,’ violent students are becoming more ‘organized.’ This paper critically analyzes this discourse by offering a ‘history of the present’ of school violence in South Korea from the 1950s until the present. Historical, empirical, developmental and international data are used to more accurately situate student-initiated violence, and, at the same time, to call in to question the current perceptions of juvenile delinquency and of juvenile justice.</p>
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J van Vuuren, Herman, Philip C van der Westhuizen, and JL van der Walt. "Leading and manage diverse schools in South Africa." Problems and Perspectives in Management 14, no. 2 (June 6, 2016): 240–49. http://dx.doi.org/10.21511/ppm.14(2-1).2016.14.

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All school populations are diverse in many ways. The diversity in South African schools has been compounded since 1994 with the migration of Black learners to former ‘white’ schools. Some schools and their principals have succeeded in coping efficiently with the new social and cultural makeup of their schools, while others have been struggling and even resigned under the pressures of all the conflicting demands from stakeholders. The theoretical and empirical investigation reported in this paper shows that principals and schools could benefit enormously from learning from the experiences of the more successful schools and their principals
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Lumby, Jacky, and Cristina Azaola. "Women Principals in Small Schools in South Africa." Australian Journal of Education 55, no. 1 (August 2011): 73–85. http://dx.doi.org/10.1177/000494411105500108.

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32

Cherry, Michael. "South Africa endorses nonracial schools and increases subsidies." Nature 362, no. 6415 (March 1993): 8. http://dx.doi.org/10.1038/362008a0.

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Mboya, Mzobanzi M., and Tuntufye S. Mwamwenda. "Quality education in black schools of South Africa." International Journal of Educational Development 14, no. 4 (October 1994): 385–91. http://dx.doi.org/10.1016/0738-0593(94)90050-7.

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Christie, Pam. "Desegregating Schools in South Africa: The Case of The Catholic “Open” Schools." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 87–101. http://dx.doi.org/10.1080/01596306.1989.11720820.

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Christie, Pam. "DESEGREGATING SCHOOLS IN SOUTH AFRICA: The Case of the Catholic "Open" Schools." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 87–101. http://dx.doi.org/10.1080/0159630890100106.

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36

Potterton, Mark, and Colin Northmore. "Improving schools through evaluation: the experience of Catholic schools in South Africa." International Studies in Catholic Education 6, no. 2 (July 3, 2014): 178–90. http://dx.doi.org/10.1080/19422539.2014.929806.

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37

Shahrour, Ghada, Latefa Ali Dardas, Amjad Al-Khayat, and Atef Al-Qasem. "Prevalence, correlates, and experiences of school bullying among adolescents: A national study in Jordan." School Psychology International 41, no. 5 (August 9, 2020): 430–53. http://dx.doi.org/10.1177/0143034320943923.

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School bullying is recognized as a global problem and sparks public concerns for students’ safety. While it has recently emerged as a critical concern in the Arab world, particularly in Jordan, no national studies have yet investigated the extent of bullying in Jordanian schools. The purpose of this study was to investigate the prevalence, correlates, and experiences of bullying among a national sample of Jordanian adolescent students. A stratified random sampling procedure was used to select schools that represent the three main regions of Jordan (i.e. north, middle, and south) and a weighted sample of schools was randomly selected using Statistical Analysis System 9.4 based on provinces’ density. A nationally representative sample of 1083 adolescents aged 12 to 17 was included in the study. Data were collected using self-administered questionnaires on school bullying and adolescent sociodemographics. The prevalence of bullying among Jordanian adolescents was consistent with international studies; 7% reported their involvement in bullying as a victim, 7.6% as a bully, and 1.7% as both. Verbal bullying was the most common form of bullying among victims and bully-victim, while relational bullying was the most prevalent bullying for bullies. Being a perpetrator was more prevalent among boys than girls. Adolescent students who came from low socioeconomic status or whose fathers were illiterate reported more victimization experience. The majority of students who experienced bullying reported negative attitudes of bystanders, parents, and teachers towards intervening or responding to the bullying experience. Bullying exists among Jordanian students and active steps towards addressing this phenomenon are discussed. This is the first known Jordanian study representing a national sample of adolescent students’ experience of bullying. Findings present valuable information for school professionals, parents, and students regarding bullying and its associated factors. These findings also provide an avenue for the adoption and implementation of available anti-bullying programs to ameliorate bullying behaviors among Jordanian school students.
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Salamn Almahasnih, Abderraheem Fadhil. "The Phenomenon of Bullying: A Case Study of Jordanian Schools at Tafila." World Journal of Education 9, no. 1 (February 22, 2019): 243. http://dx.doi.org/10.5430/wje.v9n1p243.

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The aim of this research was to investigate the phenomenon of bullying and the dangerous effects on victims and thesecurity of school environment, and to understand the psycho-social dimensions, through recognizing the degree ofcontribution of embodying the social values, feeling inferiority and strength of inner feeling of bullies who try tocompensate some difficulties and get social and psychic giants in Tafila Public Schools south Jordan. The sample ofthe study was consisted 300 male and female bullies students at the high-primary stage in the academic year2009/2010 in 8th, 9th and 10th grades. The researcher developed three scales for the purpose of this study: bullyingscale, bullying measure developed for this study: social values scale feeling inferiority scale and the conscienceawakening scale. Means and SDs, ANNOVA and the Chaffee test were utilized in this study. Results indicated thatthe variable of feeling inferior was the strongest factor for predicting bullying and Awakening of conscience andsocial values were found to have a negative relationship with bullying. In addition, it was shown that male studentsare more practiced in bullying than female students and there were statistically significant differences among themeans of students performance in (8th – 10th grades) in bullying only, where no statistically significant differencesindicated among the three levels of grades in social values, feeling interior and awakening of conscience.
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Murray-Harvey, Rosalind, Grace Skrzypiec, and Phillip T. Slee. "Effective and Ineffective Coping With Bullying Strategies as Assessed by Informed Professionals and Their Use by Victimised Students." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 122–38. http://dx.doi.org/10.1017/jgc.2012.5.

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What strategies do students use to cope with bullying and how effective are they? Answers to such questions will not only help students understand how they can cope, but also inform school-wide policies and practices to reduce the incidence of bullying. To do this, schools need evidence on what strategies to focus on to most effectively target their intervention and prevention programs. Students across Years 8, 9 and 10 in three South Australian high schools (n = 1223) completed a Coping with Bullying questionnaire, indicating strategies they used, and 82 informed professionals (IPs) rated each strategy's effectiveness, along with its applicability to different bullying types. IPs generally agreed on which strategies were effective and ineffective and that the same strategies were appropriate for all types of bullying. Seriously bullied students reported under-using some effective strategies. No significant difference between males and females in strategy use was found. Awareness of effective and ineffective coping strategies provides schools with a workable framework for targeting prevention and/or intervention programs that align with extant knowledge on coping with bullying. Disseminating such research evidence is important as this study shows that seriously bullied students are evidently under-using many strategies that IPs in this study regarded as effective.
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du Plessis, Pierre, and Raj Mestry. "Teachers for rural schools – a challenge for South Africa." South African Journal of Education 39, Supplement 1 (September 30, 2019): S1—S9. http://dx.doi.org/10.15700/saje.v39ns1a1774.

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Meko, L., M. Slabber-Stretch, C. Walsh, S. Kruger, and M. Nel. "Nutritional environment at secondary schools in Bloemfontein, South Africa." South African Journal of Clinical Nutrition 28, no. 1 (January 2015): 53–54. http://dx.doi.org/10.1080/16070658.2015.11734527.

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Johnson, Bridget, and Sandy Lazarus. "Building Health Promoting and Inclusive Schools in South Africa." Journal of Prevention & Intervention in the Community 25, no. 1 (January 2003): 81–97. http://dx.doi.org/10.1300/j005v25n01_06.

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Gent, Bill. "Muslim schools and education in Europe and South Africa." British Journal of Religious Education 35, no. 1 (November 27, 2012): 115–18. http://dx.doi.org/10.1080/01416200.2013.742692.

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Vergnani, Tania, Alan J. Filsher, Sandy Lazarus, Priscilla Reddy, and Shegs James. "Health Promoting Schools In South Africa: Needs And Prospects." Southern African Journal of Child and Adolescent Mental Health 10, no. 1 (January 1998): 44–58. http://dx.doi.org/10.1080/16826108.1998.9632345.

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Swart, Dehran, and Priscilla Reddy. "Establishing Networks for Health Promoting Schools in South Africa." Journal of School Health 69, no. 2 (February 1999): 47–50. http://dx.doi.org/10.1111/j.1746-1561.1999.tb06366.x.

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Languille, Sonia. "‘Affordable’ private schools in South Africa. Affordable for whom?" Oxford Review of Education 42, no. 5 (August 31, 2016): 528–42. http://dx.doi.org/10.1080/03054985.2016.1220086.

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Hens, Luc, Torsten Wiedemann, Schalk Raath, Riana Stone, Paul Renders, Eric Craenhals, and Barry Richter. "Monitoring environmental management at primary schools in South Africa." Journal of Cleaner Production 18, no. 7 (May 2010): 666–77. http://dx.doi.org/10.1016/j.jclepro.2009.11.001.

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Yang, Su-Jin, Jae-Min Kim, Sung-Wan Kim, Il-Seon Shin, and Jin-Sang Yoon. "Bullying and Victimization Behaviors in Boys and Girls at South Korean Primary Schools." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 1 (January 2006): 69–77. http://dx.doi.org/10.1097/01.chi.0000186401.05465.2c.

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Ey, Lesley-Anne, Sue Walker, and Barbara Spears. "Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives." Australasian Journal of Early Childhood 44, no. 2 (March 18, 2019): 196–210. http://dx.doi.org/10.1177/1836939119825901.

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Research into young children’s understanding of bullying in the early years of schooling is limited. The current study examined young children’s understanding, explanations and reasoning behind whether behaviours represented in cartoon scenarios depicted bullying or non-bullying incidents. Seventy-seven children aged 4–8 years from one kindergarten and three schools in metropolitan South Australia participated in single, age-appropriate interviews with an early childhood educator/researcher. All children described each cartoon ( N = 77) explaining their reasons why they considered each one as bullying or not ( N = 76). Consistent with previous research which employed cartoon methodology with young children, findings indicated that children confused bullying with aggressive-only behaviour, resulting in over-labelling incidents as bullying. Examination of their thinking about bullying revealed that children in this study drew on moral reasoning perspectives and their understanding of relevant behavioural and social expectations and conventions.
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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.

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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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