Bullying Subcultures

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2.3.3 Peers Berns (2013), states that peer groups have their own subcultures and depending on the values, motives, attitudes and patterns of behaviour they display they can contribute to bullying. Berns (2013) and Swearer et al. (2014) identified that children crave social acceptance, companionship and the desire to have a social identity and for that reason may partake in bullying behaviour. This is also the case, when peers participate in bullying to gain attention, group status or leadership. Unfortunately, this type of behaviour can increase bullying as certain minority groups may be targeted and the group reinforces the bullying behaviour by pressuring an individual to bully, egging the bully on or laughing at the incident as it takes …show more content…
(2012) and Lodge (2011) found that children who participated in bullying or demonstrated aggressive behaviour at school were also at risk of low academic achievement. Bullying others at school can also impact the bully’s learning and development due to underpinning factors causing the bullying. Lochman et al. (2012) proposed that the bully may be depressed; experience anxiety; being bullied themselves; have behavioural problems and/or behaviour/social disorders. As a result, these factors can affect the bully’s learning and development as the behaviour can prohibit learning by escalating to truancy, peer rejection and/or …show more content…
By using this valuable resource teachers can broaden their knowledge to improve teaching and learning, minimising the effects of bullying in the classroom (Australian Institute for Teaching and School Leadership, 2014).
• Pearce et al. (2011) states that for schools to effectively diminish bullying, they need to adapt an ecological theory approach and implement a whole-school approach to bullying. Effectively, this will reduce bullying behaviour as it targets bullying on the school level, classroom level, home level and individual level.
• Churchill et al. (2011) and Pearce et al. (2011) pointed out that it is far more beneficial for schools to adhere to and implement proactive policies, procedures and practices to reduce bullying. This can be fulfilled by teachers creating inclusive classroom environments in advance, anticipating possible outcomes and fostering safe and supportive classrooms giving all children the confidence to reach their academic potential (Pearce et al.,

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