The Role of the Teacher in the Process of Counteracting Bullying in the Student Environment

Abstract

The article emphasizes the need for thorough work aimed at counteracting bullying in the student environment and highlights the importance of the teacher in this process. The purpose of the article is to clarify the role of the teacher in preventing and counteracting bullying among children and students in educational institutions, in particular to determine the teacher’s potential and the obstacles that reduce pedagogical influence. Research methods are: analysis of scientific and methodological literature on the research problem; surveys of teachers; comparison, analysis, and generalization of the obtained data.
It was found that most teachers perceive bullying among students as a serious educational problem. At the same time, for effective counteraction to this negative socio-psychological phenomenon, teachers need to develop a deeper understanding of bullying as a threat to students’ personal development and constantly improve their ability to prevent and overcome it in the school environment.
The main conditions under which teachers can effectively prevent and counteract bullying in educational institutions were identified: teachers’ knowledge and skills in dealing with bullying; the ability to create a proper psychological climate in the classroom; a clear demonstration of rejection of bullying; readiness and ability to resolve problems related to manifestations of violence and bullying among students; the ability to establish close cooperation with parents and colleagues; possession of important socio-psychological skills (developed emotional intelligence, communication and conflict-resolution skills, observation, stress resilience, etc.).
Obstacles to effective teacher counteraction to bullying were revealed (lack of necessary knowledge; shortage of time; insufficient support from parents, colleagues, and school administration; misjudgement of the scale of bullying, etc.).
It was concluded that strengthening teachers’ capacity to effectively counteract bullying requires the development of methodological recommendations, programs, and their implementation. A comparison of the research results with the ideas and views of other scholars addressing similar issues confirms the exceptional role of teachers in the process of counteracting bullying among students, particularly the importance of their professional and ethical responsibility.
Scientific novelty of the study lies in clarifying the teacher’s potential in counteracting bullying, identifying obstacles in such activity, and defining ways to enhance teachers’ ability to counteract bullying among students.
The article will be useful for researchers, practicing teachers, and students of higher pedagogical education institutions.