Bullying effects one third of the young adult population and causes children who being bullied to become bullies (Albayrak, Yildiz, & Erol, 2016). The school board of education awareness on bullying has changed over the years. As stated, schools are hosting seminars and reinforcing parents to educate themselves and children on bullying to reduce school bullying. According to Albayrak et al. (2016), the teachers and staff members are trained on the school policies and rules. However, building a safe environment for students will build a school culture of acceptance, tolerance, and respect. It is important that schools promote a safe and healthy environment for students. Each and every school zone needs to implement prevention programs.
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(2016), data were collected using the Peer Bullying Behavior Scale-PBBS and Peer Victimization Scale-PVS. The students were provided with information on bullying for one hour a week. Also, the parents and teachers received the same information. The students sign a consent form and they were monitored. The data were collected in the school classrooms at the same time. Moreove, thirty-seven percent of the students reported that they have told a friend about bring bullied (Albayrak, Yildiz, & Erol, 2016). Students were more likely to encounter bullying when the teacher was not present, at recess, or on the way home. The means between the two groups were not significant. However, the mean score between threatening and intimidating were significant (Albayrak, Yildiz, & Erol, 2016). To reduce school bullying, the school will have to implement a prevention program. To improve the climate of the school, the teachers will need to undergo training and share their knowledge with the students and parents.
The data collected in the research were analyzed using SPSS. Student who left questions unanswered were remove from the sample. To determine the correlation between the two groups, the chi-square was used. The Mann Whitney U test and the Wilcoxon test were used too determined the impact of the education in the study and control groups in both test (Albayrak, Yildiz, & Erol, 2016). The p value was significant. The students stated that 49 % of the time they encounter bullying when the teacher is not in the classroom, and 47% at the
(2016), data were collected using the Peer Bullying Behavior Scale-PBBS and Peer Victimization Scale-PVS. The students were provided with information on bullying for one hour a week. Also, the parents and teachers received the same information. The students sign a consent form and they were monitored. The data were collected in the school classrooms at the same time. Moreove, thirty-seven percent of the students reported that they have told a friend about bring bullied (Albayrak, Yildiz, & Erol, 2016). Students were more likely to encounter bullying when the teacher was not present, at recess, or on the way home. The means between the two groups were not significant. However, the mean score between threatening and intimidating were significant (Albayrak, Yildiz, & Erol, 2016). To reduce school bullying, the school will have to implement a prevention program. To improve the climate of the school, the teachers will need to undergo training and share their knowledge with the students and parents.
The data collected in the research were analyzed using SPSS. Student who left questions unanswered were remove from the sample. To determine the correlation between the two groups, the chi-square was used. The Mann Whitney U test and the Wilcoxon test were used too determined the impact of the education in the study and control groups in both test (Albayrak, Yildiz, & Erol, 2016). The p value was significant. The students stated that 49 % of the time they encounter bullying when the teacher is not in the classroom, and 47% at the