Hidden Bullying Patterns and Constraining Conditions

This paper draws on insights from a qualitative study based on empirical data from a fieldwork conducted as part of a completed follow-up research project. The project aimed to investigate how a tool for managing bullying from "Our School Strength" (The Alliance Against Bullying, Denmark) is experienced and utilized by teachers. Additionally, the study explored how the use of the tool can influence bullying patterns among students. The follow-up research examined the conditions that both facilitate and hinder the teachers’ ability to work successfully with the tool (Hein and Jørgensen, 2023).
The theoretical background is based on the framework from eXbus (EXploring BUllying in Schools), which emphasizes that bullying is linked to the culture of a school or classroom, as well as to social processes and group dynamics ( Kofoed & Søndergaard, 2009; 2013; Jørgensen 2019). The study involved 20 qualitative interviews and 180 hours of observations across two schools.
Results indicate that three key factors complicate the recognition of bullying: first, the covert nature of bullying patterns creates significant barriers to identification; second, professional perceptions of victims and perpetrators are often shaped by stereotypes; and third, the working conditions of educators—characterized by high workloads and limited resources—impede their ability to identify bullying and effectively respond to it.
Conclusions suggest that fostering a deeper awareness of hidden bullying patterns, challenging stereotypes, and improving working conditions for educators are crucial for developing effective anti-bullying strategies. By addressing these complexities, schools can create safer and more supportive environments for all students.