We need to widen the lens to beyond the peer group: A response to Dr Badger.
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| Title: | We need to widen the lens to beyond the peer group: A response to Dr Badger. |
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| Authors: | Fox, Claire (AUTHOR) |
| Source: | Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p23-26. 4p. |
| Subjects: | Bullying, School environment, LGBTQ+ people, Disease risk factors, Inclusive education, Bullying prevention, Community schools, Peers |
| Abstract: | This article focuses on the complex issue of bullying in schools, emphasizing the need to consider multiple factors beyond individual behaviors and peer group dynamics. Drawing on over 30 years of research, the author highlights that while individual risk factors such as non-assertiveness and anxiety contribute to victimization, wider school contexts and systemic influences, including school climate and inclusivity for marginalized groups like LGBTQ+ students and children with special educational needs and disabilities (SEND), are crucial to understanding and addressing bullying. The article also discusses challenges in defining bullying, particularly regarding intent to harm and behaviors exhibited by children with SEND, and stresses the importance of genuinely involving pupils—not just listening to them—in developing effective anti-bullying strategies. Ultimately, it calls for a broader, multi-level approach that includes school, community, and societal changes to create lasting improvements. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article focuses on the complex issue of bullying in schools, emphasizing the need to consider multiple factors beyond individual behaviors and peer group dynamics. Drawing on over 30 years of research, the author highlights that while individual risk factors such as non-assertiveness and anxiety contribute to victimization, wider school contexts and systemic influences, including school climate and inclusivity for marginalized groups like LGBTQ+ students and children with special educational needs and disabilities (SEND), are crucial to understanding and addressing bullying. The article also discusses challenges in defining bullying, particularly regarding intent to harm and behaviors exhibited by children with SEND, and stresses the importance of genuinely involving pupils—not just listening to them—in developing effective anti-bullying strategies. Ultimately, it calls for a broader, multi-level approach that includes school, community, and societal changes to create lasting improvements. [Extracted from the article] |
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| ISSN: | 14639807 |
| DOI: | 10.53841/bpsper.2026.50.1.23 |
