Bullying prevention for students in mainstream schools

Meiramgul Zhorokpayeva (), Saule Zhubakova (), Zhanar Kendirbekova (), Assel Orazgulova () and Zulfiya Shavaliyeva ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 4, 716-728

Abstract: Bullying is one of the pressing problems in modern schools, which leads to numerous destructive consequences: suicide, aggression, violence, psychological problems, and poor academic performance. Therefore, special programs for bullying prevention and practical recommendations for teachers, students, and parents to combat bullying are needed. They aim to identify specific risk factors and develop an inclusive bullying prevention approach to safeguard the well-being and safety of vulnerable students. The study was conducted on the basis of mixed methods: questionnaire surveys, observations, interviews, and methods: “Structure of bullying” by Norkina [1]. The study revealed that students with SEN face heightened exposure to psychological bullying (e.g., verbal abuse, social exclusion, ridicule) compared to their non-SEN peers. Gender differences were observed, with boys reporting higher victimization rates than girls and exhibiting more assertive (but often ineffective) responses, whereas girls tended to employ avoidance strategies. The proposed prevention model emphasizes social-emotional learning, peer support systems, and teacher training to foster an inclusive school climate. The findings underscore the urgent need for educational policies and practices that address the unique vulnerabilities of all students, including those with SEN. Schools must prioritize targeted bullying prevention programs, teacher professional development, and parental involvement to create safer and more supportive learning environments.

Keywords: Anti-bullying program; Bullying prevention; Bullying risk; Inclusive education; Peer victimization; Psychological safety; Special educational needs (SEN). (search for similar items in EconPapers)
Date: 2025
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