Original Research
Educators’ perspectives on risk factors for learner-on-learner bullying
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 78, No 3 | a455 |
DOI: https://doi.org/10.4102/koers.v78i3.455
| © 2013 Corene de Wet
| This work is licensed under CC Attribution 4.0
Submitted: 03 December 2012 | Published: 23 September 2013
Submitted: 03 December 2012 | Published: 23 September 2013
About the author(s)
Corene de Wet, School of Open Learning, South Campus, University of the Free State, South AfricaAbstract
Educators are the key role-players in the successful development and implementation of most anti-bullying programmes and/or intervention strategies. This article sets out to report on findings from a qualitative study on educators’ perspectives of the risk factors for learner-on-learner bullying. Educators who were furthering their studies at the University of the Free State, South Africa, were invited to take part in the study on different types of bullying. This article focuses on the narratives of 91 participants who described the incidence of learner-on-learner bullying. The study uses a four-level, social-ecological model as the theoretical framework. Individual, family, institutional and societal risk factors for bullying were identified by means of a qualitative content analysis. It is suggested in the article that although risk-focused prevention strategies may lead to a reduction in bullying, prevention strategies should not target only these (negative) factors, but try to promote protective factors on all four social-ecological levels.
Keywords
Bullying; Causes of bullying; Education; Preventive factors
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