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Classroom Bullying
Bullying has become a major issue in today society. It has become an even bigger
problem with the schools and classrooms in our communities. Bullying is a cruel and insensitive
act that takes place between a student and their peers. The results of long-time bullying have
shown up in deadly and forceful manners. Such as an increase in school shootings, or a “hit-list”
that is made by the student that is being bullied. It is important for everyone to teach children
how others need to be treated. Everyone has a right to be treated like a human being not matter
their status financial or popularity. Bullying can take place in many forms including physical,
verbal, social, and cyber bullying.
It is clear to me from the scenario that Tasha is being bullied by her “friends”. The first
type of bullying that comes into play is Rational bullying. This type of bullying is seen in social
aggression, it is defined as "the use of relationships to hurt others” (Burden, P., 2020). In the
scenario given, Emily refused to let Tasha sit with her and Keisha at lunch. Emily is controlling
the social environment and has publicly rejected Tasha by not allowing her to sit with them.
Research has shown that a quarter of bullying takes place within the realm of friendships
(Bouchard, K., 2018). Other studies have shown that this type of rejection allows for immediate
feelings and self-esteem” (Stubbs-Richardson., M., et al., 2018). This type of behavior has to be
addressed immediately by a teacher. When dealing with a situation like this, the students should
be separated, and the teacher needs to get the facts of the situation. After speaking with each
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student, the teacher needs to talk to any one the witnessed the incident and then the teacher can
take appropriate action. With this being Emily’s first time, it would be appropriate for her to
have a letter sent home to her parents informing them of the situation as well as a follow-up call
to make sure they got the letter. Behaviors that would confirm the solution effective may include
Tasha’s grades improving and beginning to participate in classroom discussions. Emily may
demonstrate a kind and respectful attitude towards others and their feelings.
They second type of bullying described in the scenario setting is rational bullying. After
lunch, Keisha brings the bullying back to the classroom. While the group is working together,
Keisha writes out a hateful poem about Tasha and the outfit that she is wearing. “Doesn’t she
know we can see the stains under her arms?” Studies have shown that impacts for rational
aggression are incredibly damaging. This type of bullying unfortunately can bring the onset of
depression for some. Rational bullying requires immediate intervention to prevent Keisha from
saying anymore hurtful things to or about Tasha. An appropriate form of action would be
sending a note home as well as a call home to discuss the situation. When the teacher intervenes,
only a conversation with the immediate group is necessary. Getting the facts from each student is
a must. The teacher could also pull Keisha aside and explain to her why her behavior will not be
tolerated. The only way to be sure that the course of action is working is by seeing Keisha
working on the group activity rather than writing hateful notes about someone.
The last form of bullying the in scenario is physical bullying. Physical bullying is
“action-oriented” (Burden, P., 2020). Examples of this type of bullying is evident when “hitting,
shoving, kicking, pushing, and taking or damaging another person’s property” (Burden, P.,
2020). After the group of girls got done playing a game of basketball, Tasha was in a hurry to
catch the bus and forgot to get her water bottle. When Tasha was walking down the aisle of the
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bus, Emily stuck her foot out making Tasha trip and fall. During this incident, Tasha fell on her
face which caused her to lose control of her water bottle and making her cell phone fly out her
fand and making it crack. Studies have shown that “bullying contributes to an array of harmful
outcomes including physical, psychological, and social damage” (Stubbs-Richardson, M., et al.,
2018). Other studies have shown that these types of characteristics are related to callous-
unemotional (CU) traits. Physical bullying shows a lack of guilt and empathy for others, their
feeling, and overall well-being. The amount of victimization going on with Tasha can have
negative impacts on students, particularly with their attachment to school, concentration of
schoolwork, and academic performance” (Bouchard, K., 2018). This type of bullying requires
immediate intervention and needs to be reported to the right person. Emily should be taken to the
principal’s office and the other incidents between the group should be made aware. Behaviors
that could indicated the solution is working would include no more bullying from Emily in any
form. Also, Tasha would show a better ability of participating and adjusting to school. Her
grades could improve as well as her over-all well-being.
Any form of bullying must be addressed and handled immediately. Mr. Gross is doing a
great thing by showing and teaching his students to love like God. Ephesians 4:32 “And be ye
kind one to another, tenderhearted, forgivin0067y one another, even as God for Christ’s sake
hath forgiven you.” It is important for us to obey and treat others the way that God commanded
us. Emily and Keisha treated Tasha the opposite of what God intended. If they continue to treat
her in such a manner, Tasha will likely fall behind and become unattached to school and
eventually drop out of school or could eventually do something much worse. Tasha could
become depressed and disassociate herself because she doesn’t understand why her classmates,
who are supposed to be her friends, are treating her this way. The issues of bullying have to be
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taken care of so everyone can be happy and be successful in their lives. By allowing bullying to
continue in our schools and society, the school is failing to model itself after the fruits of the
spirit and everything that God stands for.
References
Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bullying scenarios:
Comparing physical, verbal, and relational bullying.Journal of Educational Psychology,98(1),
219-231. https://doi.org/10.1037/0022-0663.98.1.219
Burden, P. R. (2020). Classroom management: Creating a successful k-12 learning
community. John Wiley & Sons, Inc.
Centers for Disease Control and Prevention. (2020, June 25). Disability and safety:
Information about bullying. Centers for Disease Control and Prevention. Retrieved September
29, 2021,from https://www.cdc.gov/ncbddd/disabilityandsafety/bullying.html.
Hurley, K. (2018, September 26). Short term and long term effects of bullying:
Psychological & societal. Psycom.net - Mental Health Treatment Resource Since 1996.
Retrieved September 29, 2021, from https://www.psycom.net/effects-of-bullying.
