The experience of bullying among secondary school students

Authors


  • This project was cofunded by the European Union–European Social Fund and National Resources (EPEAEK-II). Official permission for the research within schools was granted by the Greek Ministry of Education and the corresponding agency of the Pedagogic Institution.

    We thank all the students who participated in our research and made this piece of work possible.

Abstract

The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have important implications for antibullying interventions. © 2010 Wiley Periodicals, Inc.

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