Bullying has also become normalised, and victims may adopt bully-like behaviours out of frustration or a desire to fit in, says the writer. Bullying has existed for centuries, evolving from the term“bully,”which originally meant“sweetheart,”into something profoundly different today. Effectively addressing bullying remains an ongoing challenge.This article explores the complexity of bullying and proposes a child-led, research-based approach to developing sustainable and impactful anti-bullying programmes.
Bullying has existed for centuries, evolving from the term into something profoundly different today. Efforts to combat bullying often fail for several reasons. One key issue is the reliance on imported strategies that lack relevance in local contexts.
Generic, “one-size-fits-all” approaches often overlook the cultural, social, and educational nuances of specific communities, leading to limited success. Additionally, bullies are often skilled at concealing their actions, giving the impression of being “sweethearts” while secretly causing harm. This behaviour makes it difficult to identify and intervene effectively.
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Many anti-bullying initiatives also suffer from a lack of sustainability. Changes in staff, neglected policies, or a poor understanding of the school environment often undermine programmes that may initially succeed. Even proven programmes, such as the Olweus Bullying Prevention Programme (OBPP), require consistent implementation and ongoing adaptation to remain effective.
Moreover, terms like “bully,” “victim,” and “perpetrator” can reinforce harmful power imbalances and stigmas. These labels may unintentionally empower the bully while marginalising the victim. Many programmes also view children through an adult lens, not recognising that children reason differently from adults.
Their cognitive immaturity can lead them to misjudge the gravity of their actions, as demonstrated in a school case where teasing occurred after a parent had tragically been killed in a road accident. This misunderstanding resulted in even further teasing of the affected child. The nature of bullying is complex and multifaceted. It stems from multiple factors, including thehidden curriculum—the unofficial lessons learned through school culture—which can unintentionally perpetuate power imbalances.
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