UNDERSTANDING AND INTERVENING IN SCHOOL BULLYING: PROMOTING A SAFE AND HEALTHY SCHOOL ENVIRONMENT

Abstract

The growing problem of violence has resonated in various environments globally, and schools are not immune to this reality (ROSTAM-ABADI et al., 2024). In the school context, bullying stands out as one of the most visible manifestations of this violence, and it is a problem widely recognized for its high prevalence and its deleterious consequences for the health of those involved (MARTÍNEZ-MONTEAGUDO et al., 2023; KENNEDY et al., 2024). It can manifest itself in various ways, including traditional bullying and cyberbullying, both responsible for serious consequences on the self-esteem and quality of life of young people (FAVINI, et al., 2023; MASON et al., 2025).

This study focuses on analyzing teachers' perceptions of school bullying and pedagogical intervention strategies, based on a Person-Centered Approach (PCA), in order to understand and qualify practices that promote a safe and healthy school environment. The consolidation of the concept of bullying in the educational field is largely due to the pioneering studies conducted by Dan Olweus in Norway, which have become an international reference for researchers of various nationalities. In his investigations, Olweus (1997) defined school bullying as "a pattern of repetitive attacks perpetrated by an individual in a position of dominance over another in a vulnerable situation, configuring an asymmetrical power relationship." Initially, the focus of research was restricted to the so-called "direct forms" of bullying, that is, evident physical and verbal aggression. However, the conceptual scope has been progressively broadened, also including indirect and symbolic manifestations of violence, such as social exclusion and, more recently, aggression mediated by digital technologies (RISTUM; FERREIRA, 2023).

Cyberbullying, on the other hand, is a virtual form of this violence, carried out through social networks, electronic messages, or digital platforms, characterized by its wide dissemination, anonymity, and persistence (KOWALSKI et al., 2014). Both types can manifest verbally (insults, name-calling), physically (pushing, aggression), socially (exclusion, rumors), or virtually (online threats, exposure of images) (RISTUM; FERREIRA, 2023).

Despite legislative advances, such as Law No. 13.185/2015 and the recent Law No. 14.811/2024, which classifies bullying and cyberbullying as crimes, gaps still persist regarding the role of teachers in identifying, mediating, and preventing these behaviors. International (SMITH, 2016) and national (SPOSITO, 2021) literature indicates that teachers' perception and actions are fundamental, but frequently underexplored in institutional practices and public policies.

The Person-Centered Approach, developed by Carl Rogers in 1951, highlights the importance of an empathetic and welcoming environment for the integral development of the individual. Applied to the school context, this approach offers a valuable analytical lens to understand how the educator's perspective can foster active listening, the building of bonds, and the prevention of violent practices (GRESKI DOS REIS; SPIECKER GASPARIN, 2024).

In more serious cases, these effects can harm the intellectual and social development of children and adolescents, compromising their growth potential and leading to mental health problems such as depression and anxiety. The relevance of bullying as an object of study becomes evident when considering, for example, its lasting consequences, highlighting the need for effective interventions (GÓMEZ TABARES et al., 2024).

In Brazil, approximately 20% of 15-year-old students reported having experienced intimidation or harassment in the school environment. This proportion places the country in 16th position among nations with the highest incidence of bullying, ahead only of countries like Peru and Chile; within this context, the National School Health Survey (PeNSE), in 2015, revealed that bullying practices affected 8% of victims (BROSSO et al., 2023).

More recently, in 2022, according to the National School Health Survey, 22.6% of students reported being victims of bullying, mainly due to physical characteristics and appearance (IBGE, 2022). This data reveals the breadth of the problem in the country, showing that a significant portion of students, in different regions, act both as victims and perpetrators of this type of aggression, revealing the urgency of a comprehensive and effective approach to the problem.

The importance of the topic is also highlighted by the World Health Organization (WHO), in its publication entitled "A focus on adolescent peer violence and bullying in Europe, Central Asia and Canada," based on data from the 2021/2022 HBSC (Health Behaviour in School-aged Children) survey, recently released by WHO/Europe. Bullying, in its different forms, continues to be a public health problem among adolescents (WHO, 2023).

Although the prevalence of school bullying has remained relatively stable since 2018, cyberbullying has shown a significant increase, reflecting the growing digitalization of youth social interactions. Data reveals that approximately 11% of adolescents have experienced bullying at school, while 15% reported being victims of cyberbullying. Regarding the practice of bullying, 6% admit to committing it in a school environment and 12% practice cyberbullying, the latter being more common among boys (14%) than girls (9%).

Furthermore, 10% of adolescents have been involved in physical fights, with a higher incidence of events observed among males (14%) compared to females (6%). These indicators reinforce the urgency of strategic interventions involving families, schools, and public policies aimed at promoting safe, welcoming, and inclusive physical and digital environments for young people (WHO, 2024). Confirming the extent of this global phenomenon, in 2023, a UNESCO report indicated that more than 30% of students worldwide have been victims of this violence (UNESCO, 2023).

In Latin America, Costa Rica leads the ranking with the highest rates, presenting double the Brazilian rate: 44% of students stated they had suffered bullying in schools (EURICH; SOUZA, 2023), a rate similar to that of other countries in the region: Argentina (47.8%), Chile (33.2%), Uruguay (36.7%) and Colombia (43.5%) (UNICEF, 2019). This data is striking and correlates with educational and social indicators; experts attribute this high prevalence, in part, to the low awareness of the population about the importance of reporting this type of violence.

In comparison, countries like Denmark and Iceland have significantly lower rates, reflecting more integrated school policies and a culture of prevention (OECD, 2021). However, UNICEF data reveals that in developed countries, the rate also ranges from 20% to 50%, as is the case in Lithuania (51%), Germany (21%), the United Kingdom (37%), and Ukraine (40%) (UNICEF, 2024).

Results from the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), indicate a slight reduction in global bullying rates between 2018 and 2022. During this period, the prevalence of cases fell between 2% and 3%. Although the decline is statistically significant, its impact is still limited given the serious consequences associated with bullying, such as depression, anxiety, self-harm, and suicide among adolescents (WOOLLEY et al., 2021).

Despite the slight reduction observed, the figures released by the OECD remain high and raise concerns, especially due to the negative impacts on school performance. The PISA study demonstrated a direct correlation between bullying and school failure, and also indicated that safer and more welcoming educational environments favor better academic results (BARBIRATO, 2023).

Additionally, the survey showed that students who feel they belong to the group, are welcomed in the classroom, and protected against aggression show superior academic performance. Therefore, emotional health and safety in the school environment are crucial for preventing learning blocks and promoting educational success.

One of the most worrying impacts of bullying is on the mental health of students, who suffer from a reduction in their subjective well-being, face an increase in emotional and behavioral problems, and experience a significant decline in their quality of life. Adolescence, as defined by the World Health Organization (WHO), corresponds to the age range of 10 to 19 years, a period characterized by intense physical, psychological, and social transformations. As this phase is particularly vulnerable to bullying, it becomes imperative that research focuses on the phenomenon among adolescents in order to develop truly effective prevention strategies (WHO, 2021).

Contemporary research has also revealed the central role that teachers play in the dynamics of school bullying. The immediate and proactive action of educators has a positive effect on students' perceptions of bullying, promoting attitudes contrary to intimidation and decreasing students' moral disengagement (BAUMAN et al., 2021; HYSING et al., 2021; BURGER et al., 2023; LANINGA-WIJNEN et al., 2023). Therefore, schools and their professionals are key players in combating this form of violence, and should adopt actions aimed at both preventing and minimizing the negative impacts on students' lives.

Given the complexity and plurality of the determinants of school bullying, coupled with its high incidence among adolescents, particularly those aged 10 to 19, encompassing elementary and high school students (FRANCIS et al., 2022), it is urgent to fill a gap that has been little explored in the literature: an in-depth analysis of teachers' perceptions of the phenomenon and their pedagogical coping practices.

From this perspective, investigations into teachers' performance in understanding, identifying, and responding daily to manifestations of this violence are crucial, especially from the perspective of a person-centered approach. This approach, by valuing active listening, respect for subjectivity, and the strengthening of interpersonal bonds, constitutes a favorable methodological tool for interpreting educational practices and the teacher's role in mediating conflicts and promoting a healthy school environment.

Therefore, this study is justified by investigating the perceptions and experiences of elementary and high school teachers in the face of school bullying events, considering their pedagogical intervention strategies and the limitations faced in the institutional context. By integrating the person-centered approach into the field of education, this study potentially offers a theoretical and methodological contribution, broadening the debate on teacher training and the development of educational public policies based on the importance of teachers and the recognition of the complexity of school relationships.

The occurrence of school bullying is a complex and worrying issue that imposes severe effects on the mental and emotional health of victims, resulting from intentional, repetitive, and asymmetrical power behaviors. Although widely recognized as a phenomenon with serious psychosocial implications, significant gaps persist in the scientific literature regarding the role played by teachers in the prevention and intervention of these behaviors in the school environment. Furthermore, studies that systematically and methodologically explore teacher perception as a mediating variable in coping strategies for this problem are lacking.

This study aims to provide a conceptual framework for discussing the topic, considering that the teacher's actions not only influence the dynamics of peer violence, but can also contribute to transforming school culture, making it less permissive towards discriminatory and hostile practices.

Furthermore, the study adopts a person-centered approach as its theoretical framework, emphasizing active listening, empathy, and valuing the subjective experiences of the individuals involved. This approach is particularly relevant when considering the educational context, as it allows us to understand how teachers perceive, interpret, and react to bullying episodes based on their own references, experiences, and institutional conditions.

Moreover, it is imperative to consider how teacher interventions shape adolescents' perception and behavior in relation to bullying, especially when taking into account the person-centered approach and the variety of strategies used by teachers in different classes.

Thus, this problem involves a multifaceted analysis encompassing teachers' responses and the influence of their interventions on adolescents' perception and behavior in relation to bullying, considering the diversity of approaches and strategies employed. Understanding these aspects can influence the development of effective future interventions aimed at preventing and combating bullying in schools.

Considering the diversity of strategies adopted by teachers, the following questions arise: (i) How do teachers perceive and interpret the different types of bullying in their school context?; (ii) How do pedagogical interventions affect adolescents' perception and behavior in the face of bullying?; and (iii) What are the most effective teaching practices in mitigating and preventing bullying, according to the person-centered approach?

Therefore, the central research problem of this study is to clarify how elementary and high school teachers perceive and address the phenomenon of school bullying, as well as to analyze how the Person-Centered Approach (PCA) can support their pedagogical practices in dealing with this issue. The investigation aims to identify teachers' conceptions of bullying, the challenges encountered in their daily work, and the strategies employed to prevent and mediate situations of violence among adolescents. The PCA will be applied as a theoretical and methodological framework.

Given the high incidence of bullying in elementary and secondary schools and its negative psychosocial effects and impact on the physical health of adolescents, this study hypothesizes that systematic pedagogical interventions grounded in the Person-Centered Approach (PCA), when conducted by trained teachers attentive to interpersonal dynamics, can significantly contribute to the prevention and mitigation of school bullying.

It is further assumed that: (i) Teacher perception of the different types of bullying (physical, verbal, social, and virtual) directly influences how these episodes are identified, understood, and addressed in daily school life; (ii) The adoption of educational strategies that value active listening, congruence, unconditional positive regard, and empathic understanding favors a reduction in the incidence of aggressive manifestations and a positive perception of the environment; and (iii) Teacher leadership in conflict mediation is a determining factor in the development of effective and sustainable pedagogical practices in building a non-violent school culture.

OBJECTIVES
General Objective

To analyze the impact of pedagogical interventions, based on the person-centered approach, on the perception of elementary and high school teachers regarding school bullying, considering adolescents between 10 and 19 years old, focusing on the promotion of a healthy and safe school environment.

1.1.2 Specific Objectives

To characterize the forms of involvement of adolescents between 10 and 19 years old in episodes of school bullying, considering verbal, physical, social, and virtual manifestations;

To identify the factors associated with the practice of bullying, considering individual, family, institutional, and contextual variables;

To evaluate the repercussions of bullying on the quality of life of school-age adolescents;

To discuss the pedagogical strategies adopted by teachers in the prevention, mediation, and mitigation of bullying, with emphasis on the person-centered approach;

To elucidate the institutional potentialities and limitations faced by teachers in the dynamics of confronting bullying.

1.2 JUSTIFICATION

This study arose from the pressing need to address the problem of bullying in the school environment, given its high prevalence and serious impacts on the health and well-being of students, requiring an effective response from the academic community and educational institutions.

The high prevalence of aggressive practices in schools is significant, and its negative effects are widely documented. From psychological damage to physical consequences, bullying compromises the healthy development of students and can have long-term repercussions on their academic and social lives. In this context, it becomes relevant to conduct in-depth studies to understand the variations of these events and develop effective prevention and intervention strategies.

The results of this study will not only contribute to the understanding of bullying events in the educational setting, but will potentially provide guidance for the development of school policies and practices aimed at creating environments free from, or with a lower incidence of, these harassment events for all students. By identifying the underlying causes, perpetuation mechanisms, and impacts of bullying, it will be possible to collaborate in the development of targeted and effective interventions aimed at mitigating this problem.

Furthermore, it is important to emphasize that the call for more research on bullying reflects the complexity of these manifestations. Since each school and community presents specific challenges, it is essential to develop adaptable and personalized strategies that consider the unique characteristics of each school context. Therefore, the development of this research project can inform policies, programs, and practices aimed at creating safe and inclusive school environments.