International Journal of Pedagogics
138
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
138-141
10.37547/ijp/Volume05Issue06-38
Developing Teachers' Competencies For Resolving Bullying
Situations In The Educational Environment
Oribbayeva Dilafruz Dadamirzayevna
Associate Professor, Namangan State Pedagogical Institute, Uzbekistan
Received:
14 April 2025;
Accepted:
15 May 2025;
Published:
18 June 2025
Abstract:
The article examines the types of bullying in the educational environment, as well as pedagogical and
psychological factors that contribute to the emergence and spread of bullying in educational institutions.
Particular attention is paid to the formation of teachers' competencies necessary for identifying, preventing and
resolving conflict situations related to bullying.Based on an analysis of modern research and practical approaches,
recommendations are proposed for the development of professional skills and strategies for interacting with
students aimed at creating a safe and supportive educational environment.
Keywords:
Bullying, victim, bystanders, teenagers, aggression.
Introduction:
Adolescent cruelty is an urgent problem,
becoming more and more important in Uzbekistan.
There is a steady increase in the number of registered
cases of aggressive behavior among young people.
Often the actions of adolescents are characterized by a
high degree of unpredictability and go beyond the
generally accepted norms of rational behavior. The Law
of the Republic of Uzbekistan of November 14, 2024 №
ZRU-996 "On the protection of children from all forms
of violence" systematizes various types of violence,
including physical, sexual and psychological violence, as
well as bullying, including in the digital environment,
and manifestations of neglect of care. [1] The
development of this normative act was carried out
from October 2023 with the participation of the
National Agency for Social Protection under the
President of the Republic of Uzbekistan, the Ministry of
Justice and the United Nations Children's Fund
(UNICEF). The main task of the law is to form a
comprehensive system for preventing violence,
providing support to affected children and ensuring the
well-being of families. The law came into force on May
15, 2025. According to sociological studies, the nature
of interpersonal communication among adolescents
has changed significantly over the past ten years, and
the adoption of such a law has become a requirement
of the time. Aggressiveness and rudeness have become
widespread phenomena, which is manifested in the
widespread use of obscene language and contempt for
interlocutors, regardless of their age and social status.
The causes of teenage cruelty are due to the social
conditions of the whole society. The key factors in the
formation of aggressive behavior in adolescents are an
unfavorable family environment, the environment in
which the teenager develops, interaction in an
educational institution, as well as the influence of the
media. These factors contribute to an increase in the
level of violence among schoolchildren. Almost every
class has students who are ridiculed and openly bullyed
by their peers. Of particular importance is the fact that
almost any student can get into the risk group. This
phenomenon has traditionally been referred to by such
terms as "white crow" or "scapegoat", reflecting the
social isolation and stigmatization of individual
students. [5]
Currently, a specialized term "bullying" (from the
English bullying, derived from bully - hooligan, bully,
aggressor) has become entrenched in the scientific and
practical environment, which means systematic
intimidation, as well as physical or psychological
violence aimed at the formation of fear and submission
of the victim. Previously, this phenomenon was
considered mainly as a household phenomenon, but
over the past two decades it has been recognized as an
international socio-psychological and pedagogical
concept that includes a complex of interrelated social,
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
psychological and pedagogical problems. [6]
Bullying is defined as a situation in which a student is
subjected to systematic aggressive actions by one or
more individuals for a certain period of time. At the
same time, the victim acutely perceives this aggression,
but for various reasons is unable to give an adequate
answer (Dan Olveus, Norwegian psychologist). [3]
The key signs of bullying are the imbalance of forces
between the participants, the repetition of aggressive
manifestations and excessive sensitivity of the victim.
According to most researchers, as well as materials
presented in the public Internet space, bullying is
characterized by four main components:
1. Aggressive and negative behavior;
2. Regularity of this behavior;
3. Inequality of power between participants in
interaction;
4. Intentional nature of aggression.
Further, various types of bullying are distinguished,
which are classified depending on the forms of
aggression and methods of influence on the victim.
Physical aggression includes actions such as pushing,
pushing, hitting and kicking, and can also manifest itself
in the form of violent physical violence. In the most
severe cases, it is possible to use weapons, such as
knives. This type of aggression is observed mainly
among boys compared to girls.
Verbal bullying is characterized by the use of vocal
means to inflict psychological trauma. It manifests itself
in the form of a constant appeal to the victim with
offensive nicknames, which leads to her insult and
humiliation. Most often, this type of bullying is directed
against persons with noticeable differences in
appearance, accent, voice features, as well as students
with high or low academic performance. Insults can
take the form of hints at the alleged sexual orientation
of the victim. A common form of verbal bullying is
anonymous phone calls, which can be addressed not
only to students, but also to teachers.
Intimidation is the use of aggressive facial expressions,
div language and intonation means in order to force
the victim to perform undesirable actions. The facial
expression or look of the aggressor often demonstrates
hostility and dislike. Threats serve as a tool to
undermine the confidence of the victim.
Isolation is initiated by the aggressor and consists in the
intentional exclusion of the victim from social
interaction with individual members of the group or the
entire team. This process can be accompanied by the
distribution of offensive notes, the whispering of
humiliating comments accessible to the victim's
perception, as well as the application of derogatory
inscriptions on the board or in public places.
Extortion is characterized by the requirement to
transfer funds or other material values under the threat
of punishment. In addition to money, breakfasts, meal
vouchers or other resources can be extorted. The
victim is often forced to steal property to transfer it to
the aggressor. This tactic is aimed at placing
responsibility and blame on the victim.
Damage to property. The aggressor can direct his
actions to the personal belongings of the victim. As a
result, clothes, textbooks and other items for personal
use may be damaged, stolen or hidden. [4]
Forms and methods of bullying are constantly evolving.
Modern technologies open up new opportunities for
intimidation and bullying through the Internet, mobile
phones and other technical means. This type of
violence, known as "cyberbullying", is a much more
serious threat than what existed just one generation
ago.
In psychology, the following types of psychological
portraits of bullying participants are distinguished:
initiators, aggressors, victims and witnesses. Any
conflicting event includes a certain distribution of roles.
In the case of harassment, initiators, victims and, of
course, aggressors are always highlighted - most
children who, under the influence of the initiators, take
part in the harassment. In addition, there are often
neutral witnesses in the class, who, in fact, are no
different from the aggressors, since they support
harassment with their inaction and silence and do not
try to stop it. [3]
Dan Olveus' research distinguishes two main types of
victims of bullying. The first group includes children
who are unable to hide their weaknesses - these are
physically weak, insecure, emotionally vulnerable and
anxious children, as well as those who prefer to
communicate with teachers instead of peers. The
second category includes children who unintentionally
provoke a negative attitude towards themselves. This
includes those who react too violently to provocations,
causing ridicule from others, children with unpleasant
habits, for example, slopy, as well as those who cause
active dislike in adults. Sometimes the teacher himself
singles out an "unpleasant" student in the class and,
publicly humiliating him, thus establishes norms of
acceptable behavior for other schoolchildren. In the
group of rejected children, there are several typological
categories, such as "favorites", "sticky", "jokers" and
"scapegoats". In addition, there are two additional
categories - "embittered" and "unpopular" children
who, despite the lack of direct bullying, ridicule or
bullying by peers, experience social isolation and
International Journal of Pedagogics
140
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
loneliness in the classroom.
The justification of the need to form the teacher's
competencies in countering bullying is associated with
its complex negative impact on the participants of the
educational process. Bullying has a devastating effect
on both victims and aggressors, manifesting itself in the
form of immediate and delayed consequences,
including
psychological,
emotional and
social
dysfunctions. Acts of bullying significantly worsen the
socio-psychological climate of the educational
environment, which reduces the effectiveness of the
educational process and the quality of interpersonal
interactions in the team.
In addition, bullying observers experience stress,
anxiety and decreased sense of security, which
negatively affects their emotional state and motivation
to learn. Consequently, the development of teachers'
competencies in the detection, prevention and
correction of bullying is a prerequisite for creating a
favorable educational environment and ensuring the
psychological well-being of all participants in the
educational process. [6]
Bullied persons are classified as an increased risk of
depressive disorders and suicidal tendencies, which
emphasizes the need for prompt detection and
preventive measures in relation to these conditions.
Factors contributing to the manifestation of bullying in
educational institutions include several key aspects.
First, insufficient control over the behavior of students
during periods of change and in the so-called "hot
spots" - such as toilets, locker rooms, dining room and
secluded corners - creates favorable conditions for
conflict situations. Secondly, among the schoolchildren
themselves, there is often an attitude of indifference to
peer violence, due to uncertainty about how to act
correctly, as well as disbelief in the possibility of
effective assistance. Finally, an important role is played
by the indifference of teachers, expressed in the lack of
an active position and intervention in the detection of
cases of bullying, which aggravates the problem and
reduces the effectiveness of preventive measures.
To effectively counter bullying in educational
institutions, it is recommended to implement an
integrated approach that includes several levels of
work. Initially, it is necessary to review and improve the
internal rules of the institution regarding cases of
bullying, ensuring their clear formulation and strict
compliance in practice. The next important step is to
train teachers, especially class teachers, in specialized
programs aimed at identifying and working with
manifestations of bullying in the class team; at the
same time, the principle of early intervention should
become a priority to prevent the escalation of conflicts.
And, of course, regular and systematic support of both
students affected by bullying and their parents should
be integrated into the work plan of the school
psychologist, which will provide the necessary support
and increase the effectiveness of preventive measures.
[2]
It is important to remember that a student should not
be left alone with violence - this is the principle that
underlies the effective fight against bullying. At the
same time, common mistakes that reduce the
effectiveness of interventions should be avoided. You
should not shift all responsibility exclusively to the
school psychologist or forward the problem to the
parents, because this limits the integrated approach
and reduces the support of the child. It is also
ineffective to limit one-time events or actions - short-
term actions cannot change the atmosphere in the
team and prevent the recurrence of conflicts. In
addition, sending the parties to the conflict to the
director with a demand from the buller to apologize is
not enough to solve the problem and can aggravate the
situation. And finally, it is categorically not
recommended to advise the victim to simply ignore the
aggression, as this leaves her without protection and
support. Only a systematic, well-organized work of the
whole school will create a safe environment for each
student. An important element of such work is the
development of relevant competencies among
teachers: the ability to recognize signs of bullying,
effectively intervene in conflict situations, support
victims and build trusting relationships with students.
Advanced training of teachers and their continuous
professional development contribute to the creation of
an atmosphere of mutual respect and security in the
educational space.
In pedagogical psychology, there are several
recommendations for the actions of teachers when
detecting bullying in an educational organization.
1. Do not ignore and do not downplay the importance
of the problem. When an educational institution
achieves a common understanding and recognition of
bullying as a form of violence, the sensitivity of all
participants in the educational process increases,
including those who are not direct participants in
conflicts. This contributes to the formation of adequate
reactions to bullying and the creation of an
environment in which such situations are not ignored.
2. Taking a clear and unambiguous position. When
receiving information about the case of bullying or with
its direct observation, the teacher is obliged to take a
clear
and
unambiguous
position,
express
condemnation of violence and take measures to
change the attitude to the situation not only by victims
International Journal of Pedagogics
141
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
and aggressors, but also observers. It is important to
explain to all participants in the conflict the
psychological consequences of bullying for the victims,
which contributes to the formation of empathy and the
reduction of aggressive behavior.
3. Holding a group discussion. Organizing an open
discussion of the bullying incident in a group of
students allows you to demystify the situation, remove
its "secret" status and make the problem visible to
everyone. The joint analysis of the case contributes to
the resolution of the conflict, the revision and
consolidation of the rules for combating bullying. At the
same time, it is recommended to actively involve
schoolchildren with positive social behavior to
strengthen the constructive impact on the team.
4. Informing the teaching staff and controlling the
situation. The teaching staff should be aware of the
facts of bullying and take the situation under
systematic control. In cases of increased complexity, it
is advisable to involve external resources: commissions
for juvenile affairs, psychological counseling centers,
parents' councils and other specialized organizations
for a comprehensive solution to the problem.
5. Early involvement of parents in dialogue. It is
important to initiate interaction with students' parents
as early as possible in order to discuss possible alarming
signs of bullying and jointly identify effective response
strategies. Parental support is a key element of conflict
prevention and resolution, contributing to the creation
of a safe educational environment. [6]
Educators should develop competences in recognizing
potential victims of bullying, showing increased
vigilance and sensitivity to signs of aggression among
students. It is important that students who are
subjected to violence have confidence that they can
count on timely and adequate support from the
teaching staff. In addition, teachers should master the
skills of identifying students with power-loving
tendencies and be able to differentiate the degree of
severity of aggressive behavior, which allows to identify
malicious aggressors and take appropriate measures.
The key competence is the ability of teachers to
constructively interact with manifestations of
aggression, using methods of effective conflict
resolution and violence prevention. At the same time,
it is necessary to develop students' skills of constructive
response to bullying, which contributes to the
development of their social stability and ability to
protect their own rights in conflict situations.
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