When a bullying problem occurs among children, it is usually easy to conjure up physical or verbal aggression. However, the most common form of bullying is social exclusion that alienates people from activities with their peers. According to a research team at the University of Missouri in the United States, the social and emotional damage caused by social exclusion, such as excluding peers from group activities or spreading harmful rumors, is very serious.
“Previous studies have shown that being excluded from social activities by peers can be as detrimental as being kicked or slapped on a daily basis,” said Chad Rose, a professor at the University of Missouri’s Bullying Prevention Research Lab. focused on the social exclusion that young people often face.”
The researchers analyzed some of the broadest school assessments conducted at 26 secondary schools across five school districts in the southeastern United States. More than 14,000 students were surveyed to determine whether they agreed with items that reflected attitudes toward bullying, perceived popularity, and relational aggression.
For example, ‘A little teasing doesn’t harm anyone’ ‘I don’t care what children say except me’ ‘I’m usually a decision maker at friends’ meetings’ It contains items such as ‘take revenge by excluding the opponent from the
“Children who perceived themselves as socially dominant or popular supported bullying behaviors, but did not perceive themselves as engaging in relational aggression,” Rose said. Meanwhile, children in the second group, who did not consider themselves socially dominant or popular, also exhibited relational aggression, supporting attitudes related to bullying.
The first group did not feel that they were actually bullying others while excluding other children. On the other hand, the second group, who acknowledged relational aggression, was more likely to exclude others in order to occupy a more dominant position in society and to engage in bullying in order to rise in social hierarchy. “The third group that reported low levels of bullying supportive attitudes and low levels of relational aggression is known as non-aggressive people or bystanders,” Rose explains. “The interesting thing is that the presence of bystanders often perpetuates the harassment,” he added.
When children fight, adults feel obligated to stop the fight. But when we see children being excluded by their peers, we may not see them as equally harmful. “This is a scary part,” he said.
As a practical tip for teachers, Professor Rose suggested incorporating social communication skills into the daily curriculum. “In addition to learning goals in group projects, teachers can observe how well students elicit ideas from others through positive and inspiring conversations,” he said. Teaching and reinforcing skills in social communication and empathy are as important as the content of the course, so children should intervene and pay attention to respect each other.
Children are more likely to display aggressive behavior unless they learn the skills to effectively communicate their thoughts, needs, and needs. Not all children need to be friends, but respect for each other is essential. “Bullying doesn’t start and end at school, it’s a community issue,” he said. “School is a reflection of the community, so as adults, we need to know better what we’re teaching our kids regarding how to interact socially.”
The study was published in Preventing School Failure: Alternative Education for Children and Youth. The original title is ‘Survey of secondary youth on relational aggression: impact of bullying, social status, and attitudes’.
Reporter Lee Bo-hyun together@kormedi.com
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