This document discusses bullying in schools. It defines bullying as negative actions directed repeatedly by an individual or group against those unable to defend themselves, creating an imbalance of power. Bullying can include cyber, physical, emotional, or verbal abuse. Victims may experience health and social issues. Teachers can address bullying through class discussions and activities that build community and resilience. Schools can implement anti-bullying initiatives and involve parents, counselors, and community stakeholders to support victims and prevent future incidents. Reducing bullying requires access to accurate information rather than media myths to inform prevention strategies.

1. BULLYING IN SCHOOLS.

2. WHAT IS
BULLYING
• Bullying is regarded as a subtype of
aggressive behaviour (Berkowitz 1993) in
which an individual or a group repeatedly
and over time direct negative actions
against individuals who are not able to
defend themselves, meaning there is an
imbalance of power between perpetrators
and victims (Bowes et al. 2009; Olweus 1994;
Salmivalli 2010).This is a major problem for
children. There are well-defined risk factors
for bullying that are individual and social.
Beyond the immediate trauma of
experiencing bullying, victims are at high
risk of later physical and emotional
disorders. Bullies are the generators of this
trauma but also suffer poor long-term

3. TYPES OF BULLYING
• Cyber bullying
• Physical bullying
• Emotional bullying
• Verbal bullying

5. SYMPTOMS OF A BULLYING
• The learner can frequently report stomachs or feeling sick with no underlying
medical issue.
• The learner will be very reluctant to go to school
• They often have trouble in sleeping and frequent nightmares
• Change in behaviour
• They isolate themselves socially
- some of the cases differ due to different scenarios.

7. ACTIVITIES A TEACHER CAN DO TO SUPPORT THE
LEARNER.
• A presentation in class - every learner can come up with a presentation and tell everything they know about
bullying and if they ever experienced it or someone close to them, in that way it will be easy for bullying to be
addressed.
• A collage, a bubble or a handprint wall - choose a wall in your classroom where each student can leave their
handprint next to the statement "Together we can avoid bullying." Or make a speech bubble display with
encouraging remarks or each learner’s pledge to help make their school a safe and encouraging place.
• Competition - Hold a contest to design an anti-bullying poster, an emblem or logo for bullying prevention, or a
catchphrase. Display entries all over the class and invite other school members to award prizes.
• A class quiz - This is a brilliant approach to teach learners about bullying and how to react to it or paper chains to
connect students, communities, and schools to make a strong visual message about standing against bullying.
• Bystanders count - - Bullying scenarios frequently involve bystanders, or people who witness or learn about
bullying. Through this project, learners will discover that they can prevent bullying as bystanders and avoid future
incidents.

9. STRATEGIES THE SCHOOL CAN DO TO SUPPORT A
LEARNER.
• Performance event, create and perform - Poem or rap about preventing bullying. Select a theme for the school's rap
or poem. At the conclusion of the week, compile all the sections that each class has written. Display the poem or rap
in the school's main area or on your website and invite the neighborhood to a performance. Share it on social media
or request a play from your neighborhood community radio station.
• School meeting with a parent - A meeting can be held at school by the principal informing the parents about
ongoing bullying or bullying in a nutshell and how can they spot a victim and a bully. In this way parents will be
more alert to such situations and take them seriously.
• Creative events - Take a photo from above, organize children in a line on the school field or in the playground to
form the words "Stop Bullying" or "NO Bullying at Our School" in an aerial photograph.
• Anti- bullying initiatives, peaceful marches - Encourage children to create placards and posters that feature images
and messages against bullying.
• Make a commitment - Ask students to identify one little action they will commit to taking that week in class or small
groups

11. STRATEGIES IN ADDRESSING BULLYING AS A
LEARNING BARRIER.
• Reducing the number of the learner in class
• Disciplinary measures against the bully
• Detection of undesirable behaviour in during the lesson
• Provide a conducive classroom environment
• Resilience-building in the classroom

12. STAKEHOLDERS THAT MUST BE INVOLVED
• Learner
• Teachers
• Parents/caregivers
• Community
• School counsellor/ school psychologists
• School based support team
• District based support team

14. MY OWN REFLECTION
• Bullying is a significant issue. Bullying, whether it be verbal, cyber, or physical, can
significantly alter a person's life. Some people could choose to speak out about their
difficulties as victims of bullying in a positive way. To cope and deal with recuperation,
they could turn to professionals. Others decide not to ask for assistance and instead
prefer to do nothing. They might experience depression and contemplate suicide.
These bullied individuals conclude that they cannot tolerate life itself any longer and
take their own lives. Additional persons who experienced bullying due of their weight
may develop eating disorders. Bullied individuals could covertly cut or damage
themselves. Classroom discussion is essential for fostering cooperation, focusing on
understanding bullying and resilience rather than right answers, and fostering a far
more collaborative approach to learning.

15. CONCLUSION
• It is very important that parents/caregivers, teachers, and learners to
collect deeper and more relevant information and read research about
bullying and not just depend on the news media and popular press
because there are many myths around bullying that is perpetuated by the
press. For example, many people often be convinced that only girls
engage in relation bullying, and it is obvious that boy engage in this form
of bullying also. Therefore, more information can assist in moving
teachers, learners and community members into real-data or statistics,
decision-making mentally in which we make informed, more intelligent
decision about how to prevent and decrease bullying behaviours in
schools and in communities.

16. REFERENCES.
• Lesaoana, K. (2012). Bullying among township high school learners: Conversation
of resiliency (Masters Dissertation). Johannesburg: University of
Johannesburg. http://hdl.handle.net/10210/402051
• Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and
Violent Behavior, 15(2), 112–120. doi:10.1016/j.avb.2009.08.007 |
• Olweus, D. (1994). Bullying at school: basic facts and effects of a school-based
intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–
1190. doi:10.1111/j.1469-7610.1994.tb01229.x.