WhyDo Students Bully?

Learninginstitutions bring together students with varied characters with thesingle aim of imparting knowledge on them. The administrators andpolicymakers strive to provide the most conducive environment forlearning. Schools are located in tranquil locales, and disruptivesocial activities are not permitted near them. Also, the governmenthas been critical in curbing any form of undue influence fromoutsiders near the school premises. For example, some states haveenacted proximity regulations for drug users to push them from thestudents’ reach. However, the internal environment sometimesconsists of children with violent characters who harass others.Bullying involves intimidating or compelling weaker parties toperform an act dictated by a dominant individual (Pugh and Chitiyo47). The bullying experienced in schools has a multidimensionalperspective as a result of the different systems that students areexposed to while in and out of the institutions. The familyenvironment plays an instrumental role in shaping bullies because itis the immediate unit that orients children on how to exist withothers regardless of their size, color, religion or background. Thispaper will provide reasons for bullying by relating them to thefamily environment.

First,students become bullies to redirect their frustrations, anger, anddifficulties experienced at home to other parties. It is noteworthythat students spend most of their time in school whereby theyinteract with friends in class and the playgrounds. According toRigby, unlike adults who can perceive the emotional disturbancepresented by children, students do not understand what their fellowlearners are going through (61). They tend to make fun on reserved ormelancholic colleagues. In the process, the frustrated childrenbecome offended, and they can turn violent. Rigby provides thatfamily instability is a major cause of delinquency and bullying inschools (61). The effects of squabbles between parents trickle downto the children who reproduce the feelings at school. When the familymembers cannot support the delicate psychological needs of children,they lose their patience and control.

Secondly,some students bully others to get their way out of something and as areflection of what they have been oriented to in the family or theneighborhood. Burton agrees that families composed of individualswho intimidate others to achieve a given objective pass the behaviorto school going children (79). Most of the anti-social behaviors areclipped in the family before they bloom. However, it would beineffective for parents or elder siblings to impart positiveinteraction skills when they do not harbor them. When children fromsuch backgrounds go to school, they pick at weaker learners toemphasize their dominance (Burton 81). The actions that arepermissible at home become unacceptable at school as a result of theregulations set to protect other learners. Such individuals findthemselves at loggerheads with the institutional rules. Some scholarsargue that since children spend most of their time in school, theyare likely to pick delinquent behaviors from their peers moreprecisely than they can do from members of the family. While theargument may hold in some behaviors, it is unlikely that learninginstitution tolerates ineffectual conduct (Burton 82). Therefore, itis likely for students to pick constructive tendencies than ineptones. Also, a family that is strict on morals can spot a change ofbehavior and take the corrective actions. Bullying learners are,therefore, likely to acquire the traits from their habitats than inschool.

Lackof attention is also another primary cause of bullying in schools.Students need to be recognized and attended to by teachers andparents. At school, it is sometimes challenging to give themindividual attention due to the inflated number of learners.According to Juvonen and Graham, the family environment compensatesfor this inadequacy with parents following up on performance andnoting any significant changes (161). When this lacks, children tryto attract recognition by going against the set rules (USDE).Besides, the easiest way to become recognized by friends and gaindominance is through inflicting pain and intimidating others. Gaining popularity through such means fulfills the objective. It alsobecomes a gateway to other delinquent behaviors especially if it isnot addressed at the formative stage.

Besidesseeking attention, bullying is also associated with watching violentmovies and combative video games (Juvonen and Graham 162). Studentsare susceptible to hero worship and emulation of the personalities ofdangerous and domineering actors in violent movies. The perceptionthat they can act like the heroes in the movies and games encouragesthem to harass others. According to Juvonen and Graham, beingobsessed with films has been a major cause of accidents and injuriesin schools as learners try to subject weak parties to situationssimilar to the ones in a given movie (172). Instructors can do littleto control addiction to such episodes if the family environment isnot supportive. Parents may decide the materials that are appropriatefor their children and control the number of hours they spend onentertainment. The authors believe that a disorganized unit giveschildren the undue liberty to decide the games to play and the moviesto watch oblivious of the effect they have on their interaction withothers (183).

Anotherschool of thought believes that the factors within the schoolenvironment encourage bullying. More than two-thirds of studentsbelieve that learning institutions respond poorly to threatening,harassment, physical harm, and intimidation. The students also feelthat the adult intervention in the school environment is usuallyineffective. Institutions that do not invest in positive interactionand the appropriate punishment for errant students expose learners toa continued wave of bullying that becomes a norm (Burton 79). In sucha situation, the family becomes the only hub for streamlining theconduct of the students. Concerned parents can identify a change inbehavior and help in curbing it. When the two critical institutionsfail in providing guidelines for acceptable conduct bullying canbecome intense to the point of causing injuries and occasionalfatalities.

Inconclusion, most of the causes of students bullying can be attributedto the family since it is the most effective unit in guiding andshaping children’s behavior. Unstable families frustrate childrenwho direct the anger to their peers in schools. Also, failure to givechildren the attention they deserve triggers a feeling of beingalienated. They become delinquent to capture the interest of teachersand parents. Also, by threatening, fighting and intimidating others,students seek to gain popularity and recognition. Learners who watchviolent movies and play aggressive computer games without anyparental control are likely to try out the scenes with their fellowsin schools. They usually target the weak who cannot offer muchresistance. Some scholars argue that the nature of regulations in aschool can encourage the thriving of bullying by failing to addresssuch issues through the appropriate punishments.

References

Burton,Bruce. Actingagainst bullying in schools. Acting to Manage Conflict and BullyingThrough Evidence-Based Strategies.New York: Springer International Publishing, 2015. 79-98. Print.

Juvonen,Jaana, and Sandra Graham. &quotBullying in Schools: The Power ofBullies and the Plight of victims.&quot Annualreview of psychology65 (2014): 159-185. Print.

Pugh,Roger, and Morgan Chitiyo. &quotThe problem of bullying in schoolsand the promise of positive behaviour supports.&quot Journalof Research in Special Educational Needs12.2 (2012): 47-53. Print.

Rigby,Ken. &quotBullying in Schools and its Relation to Parenting andFamily Life.&quot FamilyMatters92 (2013): 61. Print.

UnitedStates Department of Education (USDE). Presidentand First Lady Call for a United Effort to Address Bullying: WhiteHouse Highlights Private, Non-Profit, and Federal Commitments toBullying Prevention.Washington: United States Department of Education. Web.