The extent and nature of bullying among primary and secondary schoolchildren

• Published in: Educational research (Windsor) Vol. 41; no. 2; pp. 137 - 153
• Main Author: Borg, Mark G.
• Format: Journal Article
• Language: English
• Published: Colchester Taylor & Francis Group 01-06-1999; Taylor & Francis
• Subjects: Bullying; Children; Disorders and maladjustments; Educational sciences; Elementary Secondary Education; Foreign Countries; Maladjustment; Malta; Primary schools; Psychosociology of school environment; School life; school-level differences; schoolchildren; Secondary schools; Sex Differences; Social maladjustments; Social systems; United Kingdom; victimization; Malta; Survey; Age Difference; Aggression; Violence; Primary Education; Secondary Education; Sex Difference; Brimades; Victim
• ISSN: 0013-1881; 1469-5847
• DOI: 10.1080/0013188990410202

A nationwide survey of the extent and nature of bullying was carried out among pupils in 50 state primary and secondary schools in Malta. The responses of 6,282 pupils from Year 5 (nine-year-olds) to Form 4 (14-year-olds) indicate that the rate of serious bullying (i.e. bullying that occurs 'about once a week' and 'several times') is high, with no fewer than one in three pupils being involved in bullying either as victim or perpetrator. Results also show that victims were mainly lied about, called names and beaten up, whereas the most 'popular' forms of bullying among bullies were beating up, excluding from the group and name-calling. Both victims and bullies indicated that the two most 'popular' places where bullying takes place are the school playground and the classroom. The relative age of victims and their bullies (i.e. are they peers, older or younger?), and with whom do perpetrators victimize others, were also investigated. The analyses allowed a comparison of percentages in terms of pupil sex and school level. The study also investigated the relationship between bullying on the one hand, and physical height, socio-economic status and ability stream on the other hand. Some of the implications of these findings for intervention programmes against bullying are considered.