Bullying in Schools

Introduction

Bullying in schools is an urgent issue that directly impacts the well-being and social functioning of students. It encompasses aggressive behaviors—physical, verbal, and psychological—that harm students over extended periods. While extensive research has been conducted on bullying in developed countries, interest in studying bullying in the Arab world, particularly Iraq, has emerged only recently.

The context in which Iraqi children grow up—marked by wars, sectarian and political conflicts, and terrorism—shapes their development in profound ways. These harsh conditions are often cited as contributing to behavioral and psychological issues, including bullying. This study was initiated to investigate the prevalence and nature of bullying among Iraqi schoolchildren and understand the potential impact of these socio-political challenges.

Research Methodology

The study involved a total of 300 pupils, selected through cluster random sampling, from schools in Iraq. The participants had an average age of 15.6 ± 2.1 years, with a male-to-female ratio of 1.3:1. Each pupil was individually interviewed, and a questionnaire was administered to gather demographic data and information about school violence.

The questionnaire was validated using data from previous WHO-HBSC (Health Behavior in School-aged Children) surveys, ensuring its relevance and accuracy. It aimed to capture a wide range of bullying behaviors, including physical, verbal, and relational forms of bullying.

Findings

The results of the study revealed alarming figures regarding the prevalence of bullying in Iraqi schools:

• 173 (86.5%) were identified as bullies (perpetrators of bullying behavior).
• 161 (80.5%) were victims of bullying.
• 148 (74.0%) experienced both bullying and being bullied (bully-victims).
• 153 (76.0%) were bystanders (witnesses to bullying behavior).

As for the forms of bullying observed, the study found the following distribution:

• Physical bullying (e.g., hitting, kicking, pushing, shoving) was reported in 154 (77.0%) of cases.
• Verbal bullying (e.g., teasing, name-calling, taunting) was observed in 161 (60.5%) of participants.
• Relational bullying (e.g., making offensive sexual jokes and comments) was reported in 85 (42.5%) of students.

Comparative Analysis with Other Arab Countries

The figures found in this study are notably higher than those reported in other Arab countries, suggesting that the socio-political environment in Iraq may be playing a role in exacerbating bullying behaviors. The long-lasting impact of political and sectarian violence has led to a culture in which conflict is often resolved through aggression and violence. Such an environment fosters intolerance and a sense of entitlement, where differences are often viewed as inferior or threatening, further escalating bullying behaviors.

The Role of Sectarian Violence

Sectarian violence in Iraq has been ongoing for over a decade and has significantly contributed to the normalization of violence within the population. This climate of aggression strengthens a sense of privilege and entitlement among certain groups, while fostering intolerance toward those perceived as different. These factors have a profound influence on the development of bullying behaviors among schoolchildren, with some adolescents viewing bullying as a socially acceptable form of asserting dominance.

Relational Bullying and Sexual Orientation

One of the most troubling findings of the study was the high prevalence of relational bullying, which includes offensive sexual jokes, comments, and taunts. This form of bullying reflects the broader societal issues surrounding sexual orientation and gender identity in Iraq. The Growing Up Today Study (GUTS) has shown that bullying is often linked to sexual orientation, with LGBTQ+ adolescents being disproportionately affected by bullying and harassment.

Conclusion

The high rates of bullying observed in Iraqi schools—particularly the relational and physical forms—highlight the need for urgent action to address this issue. Given the socio-political climate in Iraq, bullying is likely exacerbated by prolonged exposure to violence, sectarian conflict, and the normalization of aggressive behaviors. This study calls for further research to better understand the underlying causes of bullying in Iraq and to develop targeted interventions to protect students and promote healthy, non-violent conflict resolution strategies.

In conclusion, bullying in Iraq is a complex issue influenced by a multitude of factors, including socio-cultural and political challenges. Further studies are essential to determine the most effective strategies for combating bullying and ensuring the well-being of Iraqi children and adolescents.