EXPLORING THE ONTOLOGY OF SCHOOL BULLYING: EXPERIENCES AND COPING STRATEGIES OF STUDENTS AND EDUCATORS AT THE ELEMENTARY LEVEL

Abstract

School bullying poses significant challenges for educators and students worldwide. This qualitative study, conducted in Rawalakot (Azad Jammu and Kashmir), investigates the characteristics and prevalence of bullying in both private and public elementary schools. The goal is to examine bullying across multiple educational institutions. This involves examining teachers' and students' views on bullying, how they cope with it, and what preventive and remedial actions they recommend for their schools. This study employs an exploratory qualitative approach to examine school bullying through the lens of Bronfenbrenner's Social Ecological Theory. Purposive sampling was applied to select participants who consented to participate. Twelve in-depth interviews were conducted with educators (three from public schools and three from private schools) and six with students (three from each), using interview guides that aligned with the research questions.

Findings indicate that verbal and racial bullying are prevalent in schools, with racial bullying more common in public schools. These behaviors hurt students' mental health, academic performance, and social integration. Notably, many participants were unfamiliar with the term "bullying," highlighting a lack of awareness. This study provides unique insights into local school dynamics, emphasizing the importance of targeted interventions.