Bullying, sadly but true, needs to be a hot topic. Not only in the public debate, also in science bullying is being examined and discussed. I’ve been reading some new research on the topic. For instance a paper that describes how cool kids bully more:

Jaana Juvonen co-author states  ”The ones who are cool bully more, and the ones who bully more are seen as cool. What was particularly interesting was that the form of aggression, whether highly visible and clearly confrontational or not, did not matter. Pushing or shoving and gossiping worked the same for boys and girls. The impetus for the study was to figure out whether aggression promotes social status, or whether those who are perceived as popular abuse their social power and prestige by putting other kids down. We found it works both ways for both ‘male-typed’ and ‘female-typed’ forms of aggression.” (bron)

Abstract of this research:

There is a robust association between aggression and social prominence by early adolescence, yet findings regarding the direction of influence remain inconclusive in light of gender differences across various forms of aggressive behaviors. The current study examined whether physical aggression and spreading of rumors, as two gender-typed aggressive behaviors that differ in overt displays of power, promote and/or maintain socially prominent status for girls and boys during non-transitional grades in middle school. Peer nominations were used to assess physical aggression, spreading of rumors, and “cool” reputation (social prominence) during three time points between the spring of seventh grade and spring of eighth grade. Participants included 1,895 (54 % female) ethnically diverse youth: 47 % Latino, 22 % African-American, 11 % Asian, 10 % White and 10 % Other/Mixed ethnic background. Cross-lagged path analyses were conducted to test the directionality of the effects, and gender moderation was assessed by relying on multi-group analyses. The analyses revealed mainly reciprocal associations for each form of aggression, suggesting that boys, as well as girls, can both gain and maintain their status by spreading rumors about their peers, just as they do by physically fighting and pushing others in urban middle schools. The implications of the findings for interventions are discussed.

Gay pupils are often victim of bullying. A new Spanisch PhD describes key elements in preventing homophobic bullying in schools, from the press release:

How are non-heterosexual people affected by discrimination endured in the school environment due to their affective-sexual orientation? This question was the starting point in the PhD thesis produced by the researcher Aitor Martxueta.

The thesis is entitled “Claves para atender a la diversidad afectivo-sexual en el contexto educativo” (Keys to addressing affective-sexual diversity in the education context), and in it, Martxueta has not only carried out an empirical study to answer the above question, he has also analysed the studies relating to the attitudes held by youngsters towards affective-sexual diversity, homophobia, and the harassment and discrimination suffered by LGTB (Lesbian Gay Transgender Bi-Sexual) students in the Basque Country, Spain, other European countries like the United Kingdom, and the United States. The thesis concludes by putting forward measures designed to prevent homophobic bullying and to guarantee that affective-sexual diversity be addressed from a global school approach.

According to the author of the thesis, “at first I was seeking to see whether the harassment endured in the school environment due to affective-sexual orientation has negative consequences on the mental health of the individuals who are now adults and who in their childhood and/or adolescence suffered this kind of discrimination”. To verify this, he conducted a study with 119 individuals with non-standard affective-sexual orientations and who are members of the associations LGTB EHGAM, GEHITU and Bost Axola.

Although Martxueta warns that the sample is not large enough for the results to be statistically significant, “the study suggests that discrimination, harassment and insults endured at school due to affective-sexual orientation are related with higher levels of depression and anxiety and lower levels of self-esteem and balance of affections today”.

“Yet even though it may seem strange in principle,” adds Martxueta, “these very same individuals who report that they have been harassed perceive greater support and acceptance from the family and environment close to them, and display a greater and earlier acceptance of their affective-sexual orientation.”

Following the empirical study, Martxueta analysed the studies conducted in the Basque Country, Spain, other European countries, and the United States dealing with the attitudes displayed by the students towards their non-heterosexual classmates. “There is a great difference in the number of studies conducted here and in Spain compared with those produced in other European countries, like the United Kingdom, and in the United States, above all.” In particular, he highlights Los Angeles where the LGTB community is very active and sets up education communities in which all the players are involved.

The empirical evidence confirms that those schools that lay down criteria for tackling homophobia and homophobic bullying behaviour achieve safer school climates with lower instances of harassment linked to affective-sexual orientation, where the students declare they feel safer and consequently display better well-being.

Martxueta puts forwards some key elements designed to improve the handling of affective-sexual diversity in the classroom from a global school perspective. Among them he underlines the importance of drawing up an inclusive curriculum that guarantees a safe school environment based on respect for human rights. At the same time he proposes that training be given not only to teachers but also to parents; and puts forward types of action and recommendations that the various members of the education system will need to take into consideration to prevent homophobic behaviour. He also puts forward support measures for the students who are likely to suffer discrimination due to their affective-sexual orientation.