Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention

dc.contributor.authorSiddiqui, Sohni
dc.contributor.authorSchultze-Krumbholz, Anja
dc.date.accessioned2023-11-17T10:42:59Z
dc.date.available2023-11-17T10:42:59Z
dc.date.issued2023-04-27
dc.description.abstractIncreasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.en
dc.description.sponsorshipDFG, 512550082, Open-Access-Publikationskosten / 2023-2025 / Technische Universität Berlin
dc.identifier.eissn1932-6203
dc.identifier.urihttps://depositonce.tu-berlin.de/handle/11303/20676
dc.identifier.urihttps://doi.org/10.14279/depositonce-19474
dc.language.isoen
dc.publisherPublic Library of Science (PLoS)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject.ddc600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit::610 Medizin und Gesundheit
dc.subject.othercyberbullyingen
dc.subject.otherbullyingen
dc.subject.othereducational institutions in Pakistanen
dc.subject.otherbullying strategiesen
dc.subject.otheranti-bullying interventionsen
dc.subject.otherbullying intervention strategiesen
dc.titleBullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention
dc.typeArticle
dc.type.versionpublishedVersion
dcterms.bibliographicCitation.articlenumbere0284864
dcterms.bibliographicCitation.doi10.1371/journal.pone.0284864
dcterms.bibliographicCitation.issue4
dcterms.bibliographicCitation.journaltitlePLOS ONE
dcterms.bibliographicCitation.originalpublishernamePublic Library of Science (PLoS)
dcterms.bibliographicCitation.originalpublisherplaceSan Francisco
dcterms.bibliographicCitation.volume18
dcterms.rightsHolder.referenceCreative-Commons-Lizenz
tub.accessrights.dnbfree
tub.affiliationFak. 1 Geistes- und Bildungswissenschaften::Inst. Erziehungswissenschaft::FG Pädagogische Psychologie
tub.publisher.universityorinstitutionTechnische Universität Berlin

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