Influencing the Bully: Addressing Bullying in the Classroom

Bullying is an issue that many students within a school environment experience on a daily basis. Teachers are frequently present when these bullying instances arise. This study focuses on two Ontario secondary teachers’ beliefs about how their responses to bullying affect the school dynamics of bullying. The study also addresses the teachers’ philosophies about bullying, and their professional performance when responding to bullying. A qualitative study is included, including one semi-structured interview with each participant. The participants were teaching at high schools located within the Greater Toronto Area (GTA) when they were interviewed. The study reveals a discrepancy between common victim characteristics, making it difficult for teachers to notice bullying. Thus, teachers are frequently unaware that bullying is taking place in their classes. The study indicates the challenges that teachers endure when influencing the school dynamics of bullying, as consequences for the actions of bullying are dealt with by administration and are out of the control of teachers. The study also addresses documents and policies implemented by the Ontario Ministry of Education about how to effectively reduce and respond to school bullying. The discussion gives recommendations for teachers on how to effectively address bullying, and examines the importance of integrating bullying into the curriculum