Annotated Bibliography on Bullying in Elementary School

Chen, Li Ming, Wen Cheng, and Hsiao-Chi Ho. "Perceived severity of school bullying in elementary schools based on participants' roles." Educational Psychology 35.4 (2015): 484-496.

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This literary work depicts the findings of research in an attempt to assess the alleged severity of school beings. The study involved participants who partook different roles, for instance, bullies, victims and non- involved observes. The aim was to determine whether there was a specific type of bullying that was most prevalent in a particular context. The also wanted to determine the extent to which bullying affected certain students. It was depicted that the severity in the impact depended on the type of bullying. Verbal and physical bullying were found to have the most adverse effect on the victims. This study is viable in the sense that it provides the implications as per the type of bullying.

Jan, Afroz, and Shafqat Husain. "Bullying in Elementary Schools: Its Causes and Effects on Students." Journal of Education and Practice 6.19 (2015): 43-56.

Husain and Jan depict the degree at which bullying is experienced in elementary schools, both in the present and in the past. The authors researched to understand the nature of bullying, the cause of bullying and the overall impact of bullying on students. They depict the extent to which elementary school kids are bullied, and they use examples including mockery, criticism, physical assaults, and verbal assaults as well as insulting behavior. They also present some of the factors which lead to bullying and the need for stopping bullying. Jan and Husain's research is essential towards highlighting the nature of bullying and some of the factors which contribute towards bullying in elementary schools.

Kearney, W. Sean, and Page Smith. "Student Bullying, Teacher Protection, and Administrator Role Ambiguity: A Multi-level Analysis of Elementary Schools." Journal of School Leadership 28.3 (2018): 374-400.

Kearney and Smith research in the attempt of finding the impact of the principal role complexity and the role that teachers have in controlling elementary school bullying. The researchers aimed at getting the impact of the environmental setting on bullying in elementary schools. The results indicate that bullying incidents would reduce if the teachers incorporate a notion of protecting students from bullying. The administrators also have an integral role as they should set rules that would control bullying in elementary schools. Therefore it is seen that active participation by teachers against bullying and administrators having clarity in their role would be useful towards reduced bullying in elementary schools.

Works Cited

Chen, Li Ming, Wen Cheng, and Hsiao-Chi Ho. "Perceived severity of school bullying in elementary schools based on participants' roles." Educational Psychology 35.4 (2015): 484-496.

Jan, Afroz, and Shafqat Husain. "Bullying in Elementary Schools: Its Causes and Effects on Students." Journal of Education and Practice 6.19 (2015): 43-56.

Kearney, W. Sean, and Page Smith. "Student Bullying, Teacher Protection, and Administrator Role Ambiguity: A Multi-level Analysis of Elementary Schools." Journal of School Leadership 28.3 (2018): 374-400.