Helping children to get along: teachers’ strategies for dealing with bullying in primary schools

Emma Tucker, Rachel Maunder

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This brief report describes a small scale qualitative interview study with primary school teachers in England, investigating their perceptions of bullying and strategies to prevent and manage it. Findings showed that much intervention work was situationally dependent, with teachers making subtle judgements about when and how to intervene. Prevention and intervention work centred on empathy development, and teaching children skills to help them nurture effective social relationships. We suggest that this holistic approach to bullying enables teachers to address multiple agendas aligned towards promoting children’s social and emotional learning.
Original languageEnglish
JournalEducational Studies
Volume41
Issue number4
DOIs
Publication statusPublished - 18 May 2015

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primary school
exclusion
primary school teacher
holistic approach
teacher
qualitative interview
empathy
Teaching
learning

Keywords

  • Bullying
  • primary school
  • social and emotional learning
  • teachers

Cite this

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Helping children to get along: teachers’ strategies for dealing with bullying in primary schools. / Tucker, Emma; Maunder, Rachel.

In: Educational Studies, Vol. 41, No. 4, 18.05.2015.

Research output: Contribution to journalArticleResearchpeer-review

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