Et systemisk perspektiv på håndtering i skolen. En kvalitativ deskriptiv undersøkelse

Bullying is a persistent problem in the Norwegian school. The proportion of pupils who experience bullying has remained at 4-6 % the recent years. The research field related to bullying has since the 80-90 century examined many aspects of the phenomenon, which has led to the invention on good anti-bullying programs. The Norwegian government's efforts against bullying has attracted international attention. Nevertheless, the intervention on bullying still seems to be a complex and difficult task. The intention by introducing chapter 9a of the Education act in 2003 was to ensure individual pupils the right to a good learning environment. Schools must promote health, education and welfare. Compliance with this article has proved to be very deficient (Welstad & Warp, 2011). Still, thousands of children in the Norwegian school experience bullying daily (Roland, 2014; Wendelborg, 2015). In an attempt to find answers to why bullying is a persistent problem in the Norwegian school, I chose to put the spotlight on what the schools actually do when a student report on bullying. Many media reports and stories from previous victims gives an indication that system failure is to find at the micro level. To investigate this problem page further the choice fell on qualitative methodology and interview. There were collected data from five group interviews. All of my informants had been involved in difficult cases of bullying and had thus some important experiences to share with me. I asked the informants about how they had dealt with cases of bullying and what challenges they had experienced. The findings give an indication of particularly challenging aspect of dealing with cases of bullying. Although teachers, together with the principal and superintendent, have good knowledge about the topic of bullying and anti-bullying program, the practical use of 9a seems to be challenging. Preceding the stage where one can implement action towards bullies and/or victims, one must necessarily have a good overview of who is the bully and who is the victim, one must know the bullying actions and who is directly or indirectly involved. This seems to be difficult in some occasions, especially if the bullying is concealed or indirect (Flack, 2011). To seek answers on why bullying is a persistent problem in the Norwegian society the findings are discussed in the light of Niklas Luhmann`s system theory. The term complexity, communication and the distinction between system and environment is central