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Reducing bullying is a whole-school responsibility, but pupils could play the most powerful role: A response to Dr Julia Badger.

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Title: Reducing bullying is a whole-school responsibility, but pupils could play the most powerful role: A response to Dr Julia Badger.
Authors: Say, Adam (AUTHOR)
Source: Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p27-29. 3p.
Subjects: Bullying prevention, Parent attitudes, Peer pressure, Social norms, Parent participation in education, Community involvement, Children with disabilities, Self-efficacy
Abstract: The article focuses on the complexities of bullying prevention in schools, emphasizing that while pupil empowerment and peer influence are crucial, their effectiveness is limited by external factors such as parental attitudes, societal behavior models, and the specific challenges related to pupils with special educational needs and disabilities (SEND). It highlights that bullying is a social process influenced by family and cultural norms, which can complicate school-based interventions and pupil voice authenticity. The article also discusses the frequent mislabelling of bullying by parents and the need for shared understanding between schools and families to foster consistent responses. Ultimately, it argues that sustainable bullying reduction requires a whole-community approach involving pupils, schools, parents, and society, recognizing that change is gradual and influenced by broader social contexts. [Extracted from the article]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reducing bullying is a whole-school responsibility, but pupils could play the most powerful role: A response to Dr Julia Badger.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Spring2026, Vol. 50 Issue 1, p27-29. 3p.
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  Data: <searchLink fieldCode="DE" term="%22Bullying+prevention%22">Bullying prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Social+norms%22">Social norms</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Community+involvement%22">Community involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
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  Data: The article focuses on the complexities of bullying prevention in schools, emphasizing that while pupil empowerment and peer influence are crucial, their effectiveness is limited by external factors such as parental attitudes, societal behavior models, and the specific challenges related to pupils with special educational needs and disabilities (SEND). It highlights that bullying is a social process influenced by family and cultural norms, which can complicate school-based interventions and pupil voice authenticity. The article also discusses the frequent mislabelling of bullying by parents and the need for shared understanding between schools and families to foster consistent responses. Ultimately, it argues that sustainable bullying reduction requires a whole-community approach involving pupils, schools, parents, and society, recognizing that change is gradual and influenced by broader social contexts. [Extracted from the article]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195412295
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      – Type: doi
        Value: 10.53841/bpsper.2026.50.1.27
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      – Code: eng
        Text: English
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        StartPage: 27
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      – SubjectFull: Bullying prevention
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Peer pressure
        Type: general
      – SubjectFull: Social norms
        Type: general
      – SubjectFull: Parent participation in education
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      – SubjectFull: Community involvement
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      – SubjectFull: Children with disabilities
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      – SubjectFull: Self-efficacy
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      – TitleFull: Reducing bullying is a whole-school responsibility, but pupils could play the most powerful role: A response to Dr Julia Badger.
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              Text: Spring2026
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