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Transitioning from elementary school to high school is a major life event that many children and adolescents experience with mixed emotions. One significant concern during this transition is the fear of being bullied. Bullying, characterized by repeated aggressive behavior with an imbalance of power, can have serious consequences for both victims and perpetrators. Understanding how school transitions influence bullying involvement is crucial for developing effective intervention strategies. In a recent study conducted in Canada, researchers from the University of Ottawa (Canada) explored the heterogeneous patterns of bullying involvement during the transition to high school while accounting for gender differences.
The study examined a sample of 701 Canadian students who were assessed annually from grade 5 (age 10) to grade 12 (age 18). The researchers examined bullying victimization and perpetration rates before and after the transition to high school.
The results revealed that, on average, bullying victimization declined over time, with a significant drop observed between grade 8 and grade 9 (the transition to high school). The decline in victimization was more variable in elementary school than in high school. Bullying perpetration, on the other hand, displayed a curvilinear pattern. It increased more steeply at the end of elementary school, followed by a significant drop during the transition into high school, and a steady decline throughout high school.
The study also identified distinct trajectories of bullying involvement. For bullying victimization, three groups emerged: a low decreasing group with low initial levels of victimization, a moderate decreasing group with medium initial levels, and a high decreasing group with high initial levels. These trajectories indicated a recovery from bullying victimization for most youth after the transition into high school.
Regarding bullying perpetration, two declining trajectories were identified: one with low initial levels of perpetration and another with moderate initial levels. However, a small group (5.3% of adolescents) exhibited an increase in bullying perpetration after transitioning to high school, warranting targeted intervention strategies. Gender differences were also explored, with girls reporting higher levels of bullying victimization than boys. However, no gender differences were found in bullying perpetration. Additionally, boys were less likely to be represented in the decreasing-increasing/stable bullying victimization group than girls.
These findings have practical implications for designing intervention and prevention programs. By identifying specific periods when bullying victimization is more likely to occur, such as in grade 5 and during the transition to high school, targeted resources can be allocated to reduce victimization. Furthermore, the small group exhibiting an increase in bullying perpetration after the transition requires immediate attention to mitigate the negative consequences for both targets and perpetrators.
Do you work with victims and perpetrators of bullying in schools? Participate in Dr. Lori Desautels' online masterclass "Rewiring our Perceptions of Discipline in Schools", and contribute to a safe and inclusive environment for all your students!