Category: Research

The effects that bullying have on a students learning within a classroom are well documented. Students who experience bullying in the classroom feel less safe and thus their academic progress is hindered in that space. Students, in particular those that identify as LGBTQ, are at a far higher risk of being subjected to classroom bullying. When this type of bullying occurs it is proven that a teachers response is crucial to the outcome of the victim, perpetrator and the class as a whole.

Students who have reported bullying as a factor in their schooling have increased drop out rates, suicidal tendencies, are more likely to experience depression, and have a lower self-esteem overall (Birkett, 2009). Unfortunately students that identify within the LGBTQ umbrella are likely to be victims of bullying more frequently than their heterosexual peers. Students that are questioning their sexuality and gender are at the highest risk of being bullied within a school and classroom (Birkett, 2009). These statistics all indicate that bullying is detrimental to a students learning, they also suggest that a teacher that creates a classroom environment which is inclusive of all students can greatly decrease the likely hood of bullying.

The classroom environment is essential to creating a positive learning space for all students. The influence of the classroom environment is essential in understanding the student and creating effective change for that individual (Birkett, 2009). Having a positive, inclusive environment for all learners should in turn create engaged students who respect and value each others individuality. Creating the ideal environment can be accomplished in many ways by both the teacher and students. Overall, it is seemingly important that the teacher takes a interest in his/her students social lives as well as their academic life. Building trust between students and the teacher is paramount in establishing a positive classroom environment.

 

Dealing with classroom bullying can be difficult. If an inclusive environment does not already exist it may seem completely daunting to address the behavioural issue as no reference of proper procedures or rules are in effect. Having clear, concise classroom rules and expectations that all students have agreed upon gives the teacher a better ability to maintain order within the space. Creating classroom charters or mandates is a simple and effective tool to engage students in their own self-efficicy as learners. It establishes co-created standards and builds trust between all sides as they agree upon a social contract. Students also feel a greater sense of accountability in their actions as they themselves have had direct input into the social contract set upon the class (Nodding, 2006). This leads to greater social and emotional growth for youth in a space that becomes “theirs” as much as it is the teachers.

There are many different approaches to dealing with a situation in which a student uses undesirable language or name calling in a classroom. The first step is to shut down the conversation or offence right away. Having students know that certain language is unacceptable in the learning space is important to establish. While creating an environment where both the student and teacher have equal say is important, it is crucial that teachers remember they are the authority figure and must be responsible for maintaining a safe and inclusive environment. Once the language has been addressed a number of follow up procedures exist. First, classroom rules and expectations should be highlighted to remind all students what was agreed upon in your classrooms social contract.

If an offence is less widely acknowledged within the classroom a one-on-one discussion can be held after class with the students involved. This draws less attention to the situation which allows for a continued focus on the lesson at hand for all students in the space. Alternatively a classroom discussion could be facilitated by the teacher surrounding the word or phrase used in any bullying incident. Doing this sets very clear expectations for students around acceptable language in the classroom and also provides a teachable moment for all students to learn the history of words and how they have been used or altered through time (lets be honest -students do not always know the full meaning or history of the words they use to insult each other). Of utmost important in either situation is that the teacher remain calm and neutral. Reacting in a manner that villainies students can fuel the situation, thus drawing “battle lines” between the teacher and students that may sympathize with their classmate due to loyalty and friendship.