School bullying from a sociocultural perspective

Rachel Maunder, Sarah Crafter

Research output: Contribution to JournalArticle

Abstract

School bullying is an important concern. Whilst there is growing knowledge about the nature, extent and effects of school bullying, areas of complexity in research findings remain. In this paper we develop our thinking on school bullying using a sociocultural theoretical framework. We review existing literature around three main themes: 1) The conceptualisation and interpretation of bullying; 2) The relational aspects of bullying 3) Bullying as part of someone’s life trajectory. For each theme, empirical findings are discussed to highlight key issues, and arguments presented from relevant sociocultural theories to provide insight in each case. During the paper, we show how varying strands of research into bullying can be integrated, and how areas of complexity can be explained. Adopting a sociocultural view of school bullying presents implications for both research and practice. Bullying is contextual, and attention should be given to the situated relationships and multiple settings surrounding the behaviour.
Original languageEnglish
JournalAggression and Violent Behavior
Volume38
DOIs
Publication statusPublished - 4 Nov 2017

Keywords

  • Sociocultural
  • peer relationships
  • bullying
  • theory

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  • Impacts

    Contributing to Government Policy in South Australia regarding bullying

    Rachel Maunder (Principal Investigator)

    Impact: Quality of life impacts, Public policy impacts, Social impacts, 03: Good Health and Well-Being (UN SDG)

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