The relatively high occurrence of bullying in our schools continues to draw attention from parents, teachers, school administrators, and politicians as they discover the harmful and devastating effects that long-term bullying has on its victims. The present qualitative phenomenological study explored the lived experiences and teacher perceptions of high school student victims of long-term bullying. The study results revealed that teachers perceived that they played a supportive role in their relationships with bullying victims and did not perceive that their behaviors contributed to ongoing bullying environments at their school. These results suggest that there is a need for greater teacher awareness regarding the characteristics of school bullying and appropriate bullying prevention training that prepares teachers, school employees, and administrators to address bullying issues.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 69/02, Dissertation Abstracts International|
|Subjects:||Behaviorial sciences, Educational psychology|
|Keywords:||Bullying, Bullying victims, High school, School bullying, Student bully victims, Teacher perceptions bullying, Victims|
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