Bullying and teachers

Research output: Contribution to book/anthology/report/proceedingEncyclopedia entryResearchpeer-review

Approaching the relevance of teachers and their role in children’s bullying practices depends on the definition of bullying implied. If bullying is understood as an effect of individual traits and behavior, teachers are most often considered to be in a position to determine whether or not the reported or observed events can be defined as real cases of bullying. In cases deemed as bullying, they are considered responsible for taking further action in relation to the individual children involved.
If bullying is understood as an effect of a dysfunctional culture in the school and in the classroom, and enacted by the social structures in schools and other childhood institutions, it is instead seen as the teacher’s responsibility to analyze and seek to transform the climate and norms among the children. In those contexts the teachers are to transform the complex social processes in which bullying practices are entangled, while simultaneously helping the individual children caught up in the bullying practices.
The importance of teachers, the norms and culture they work to establish, and how they engage with and relate to the children and their communities, all of these aspects of teacher involvement play a major role in the development of destructive patterns of relating among children, and thereby also in relation to bullying behavior in groups of children.
Original languageEnglish
Title of host publicationThe SAGE Encyclopedia of Children and Childhood Studies : vol. I
EditorsDaniel Thomas Cook
Number of pages3
Volume4
Place of publicationThousand Oaks
PublisherSAGE Publications
Publication year2020
ISBN (print)978-1-4739-4292-9
ISBN (Electronic)978-1-5297-1438-8
Publication statusPublished - 2020

    Research areas

  • Bullying and children, Bullying in school, Bullying and teachers, Teacher involvement in bullying, Whole school intervention, Multicontextual approach to bullying

See relations at Aarhus University Citationformats

ID: 117776940