Bullying: A Modern Day Menace
Ekua Akinsanya
To be honest, bullying has always occurred in schools and in society. I am sure a lot of people in my generation can recall incidents in their schools through to university. I believe that we are just more aware now, because of the use of social media. It would appear that many children now seem entitled, lack empathy and are allowed to get away with their anti-social behaviour with impunity.
Zero-Tolerance for Bullying
Bullying at any level, must not be tolerated, because research has shown that many children who are bullied have low self-esteem, lose interest in school, and have difficulty in learning. They may develop eating disorders and have nightmares, and many grow into adulthood with mental health conditions including depression, anxiety disorder and anti-social personality disorder.
What is Bullying?
We must first understand what bullying is. Bullying is unwanted and aggressive behaviour towards another to upset them, harm them or exert power over them. It can occur among children, adolescents, teens, or adults in person, or online. It is usually repetitive, and has an element of a power imbalance. I will be remiss not to mention that one-off incidents occur where children lash out at each other, disagree and fight. This is not bullying even where one person is significantly bigger than, or older than the other. Children fight. Sometimes the smaller person can have a vicious tongue, and may be the antagonist or bully. Bullying is usually repetitive.
Most people understand bullying to be physical where you hit someone, trip or push them, break, or destroy their possessions. Bullying can also be verbal including name calling, abuse, teasing or threatening to cause harm. It can be social when you gang up against a person, exclude them on purpose, spread rumours about them, ostracise them or publicly embarrass them. Contrary to popular opinion, bigger bodied people are as much victims as they are bullies. Many are body shamed and called names. Nowadays, we also deal with cyberbullying when the victim is harassed online through social media, sending mean texts, rude comments on someone’s post or posting personal information about them to embarrass them. Bullying can be sexual, sending explicit photos and messages, spreading sexual rumours, pressuring someone for sex or groping or grabbing the person. Finally, bullying can be racist or tribalistic, where someone is mocked or intimidated because of their race or tribe, their religion or culture is discredited, or you make fun of their accent.
Reasons for Bullying
Children may bully for a variety of reasons, and statistics show that the influence is usually from the home environment. Bullies tend to have been bullied by their own families, parents and older siblings, or see adults around them bullying staff or other weaker people around and simply mimic them. Neglected children may lash out, due to lack of attention at home.
Bullies are usually insecure and have low self-esteem, and may seek to gain power and control over others to compensate for their own feelings of inadequacy. Children may also bully due to peer pressure to fit in with a particular group, or avoid being targeted themselves. Bullying can be a learned behaviour, perpetuated by cultural and social norms that condone aggression and dominance. Many children, nowadays, are not taught empathy and may not fully understand or appreciate the feelings and perspectives of others. Additionally, excessive exposure to violent or aggressive media, can also desensitise children to the harm caused by bullying.
In some unfortunate cases, children may bully to cope with unresolved emotional issues, such as anxiety, anger, or frustration.
I had the experience of dealing with two young boys, who were always lashing out and sometimes physical. During sessions with the Counsellor, I found out that the first boy was adopted, and had witnessed his parents being murdered without being allowed to process this properly. In the other case the boy had dreamt his father had an accident, mentioned it to his mother, but was dismissed. Unfortunately, his father died in an accident that day. Both boys felt anger at their own helplessness, and reacted by wanting to inflict pain on others and themselves. Luckily, we were able to lead both boys through therapy, and they are both totally reformed and are today wonderful young men. Yes, they were bullies and yes, they were punished, but this shows it is important to address cases quickly and find the root causes. These are different from cases of children who feel they have the upper hand, and decide to prey on others for the fun of it.
Measures to Stop Bullying
In my opinion, the first solution to stop bullying in children, is parental involvement. Parents and guardians are encouraged to talk to their children about bullying, teach empathy, and monitor social media. Secondly, schools must implement evidence-based anti-bullying programmes, increase adult supervision, and hold bullies accountable. At my school, Greenwood House school, in the wake of the Sylvester Oromoni and a few other cases, we organised an Anti-Bullying Week. The theme was “SEE IT, STOP IT, GET HELP”. We flagged off the week explaining bullying, acts of bullying, types of bullying, how to stop it and help the victims. Children were also taught bystander intervention, and encouraged to stand up for peers and report incidents. In addition, they were taught skills like self-awareness, self-regulation, empathy and problem-solving. The children prepared drama presentations discouraging bullying, and promoting friendship and peaceful co-existence.
Realising the important role of educators, we got experts to train the teachers on bullying, identifying bullies and how to avoid being bullies themselves. Schools need to have effective training, to address bullying effectively. A workshop was also organised for parents on how they could be influencing their children negatively, plus, how to identify if their child was the bully, the bullied or the bystander and what to do in each case. The Facilitator spoke of some parents even bullying teachers, especially in front of their children. We ended with a rally around Ikoyi, and if you come to our school today, you will see anti-bully posters and stickers throughout the school. We constantly reinforce the fact that we are a no-bully zone, in assembly and on anti-bully day.
Are Parents Raising Bullies or Victims?
Outside of school, counselling and support is very important for the victims and bullies. I would like parents to ask themselves, if they are inadvertently raising bullies or victims. Do your children constantly see you shouting, or hitting your spouse or staff? Are your sons hitting others, and you are saying ‘boys will be boys’ or are your girls constantly intimidating their siblings, cousins or friends and you are calling them leaders? You may be raising a bully.
On the other hand, are you raising children who are not allowed to do anything for themselves, speak up and are constantly being put down? You m
I do organise awareness campaigns, workshops, and events to engage parents, educators, and the community on bullying. We must do all we can, to curb this menace.
Ekua Akinsanya, Lawyer; Educationist and the Co-Founder of Greenwood House School, a Pre-School and Primary School in Ikoyi, Lagos
Preventing and Combating Bullying
Olufunke Fowler-Amba
Introduction
Bullying is a pervasive issue that affects individuals across all ages and backgrounds, causing significant emotional and psychological harm. To effectively combat bullying, a comprehensive community approach is essential. By integrating empathy, conflict resolution skills, awareness, clear policies, and active involvement from all stakeholders, communities can foster a culture of safeguarding and preventing bullying effectively.
Steps that Must be Taken to Safeguard Against Bullying
Firstly, community involvement is vital. Schools, local organisations, law enforcement, and parents must collaborate to address bullying comprehensively.
Institutions must establish clear-cut policies regarding bullying, create a safer environment where bullying is not tolerated. These policies should outline consequences for perpetrators, while emphasising prevention strategies.
The inclusion of empathy and kindness as core values within the curriculum, helps children understand and respect one another’s feelings, fostering a supportive environment that discourages bullying behaviours.
Conflict resolution skills are another essential component. Teaching individuals how to manage conflicts constructively reduces the likelihood of their resorting to bullying, as they can navigate disputes in a respectful and empathetic manner, mitigating the escalation of negative behaviours.
Raising awareness about the impact of bullying through educational campaigns and workshops to highlight the profound emotional and psychological repercussions of bullying, encourages empathy and timely interventions when bullying behaviour is witnessed or reported. Encouraging reporting of bullying incidents, is essential. Victims and witnesses must feel supported and empowered, to speak out against bullying. Active listening and prompt intervention by authorities, demonstrate a commitment to addressing bullying effectively.
Promoting assertiveness empowers individuals to stand up against bullying. Teaching assertiveness skills equips individuals with the confidence to address inappropriate behaviour, while respecting others’ boundaries.
Bullying behaviour often has deep-seated roots, influenced by experiences and behaviours modelled at home by parents or caregivers. Behaviours observed and learned within the family environment, can significantly impact how children interact with others outside the home. By educating parents on the dynamics of bullying, including its causes and consequences, caregivers can become proactive agents in preventing bullying behaviours. Emphasising values such as kindness, respect, and empathy within the family dynamic, helps instil positive behaviours in children.
Furthermore, raising awareness among parents about the impact of their own behaviours on their children’s social development is essential. Modelling respectful and empathetic behaviours at home, sets a positive example for children to emulate in their interactions with peers. Parents should be encouraged to reflect on their parenting styles and make adjustments as needed, to foster healthy social relationships in their children. Educational workshops and resources tailored for parents and caregivers, are valuable tools in this endeavour.
Monitoring technology use is essential, to prevent cyberbullying. Educators and parents should supervise online activities, and provide guidance on responsible digital behaviour.
Conclusion
The implementation of these strategies, fosters a culture of safeguarding within communities. By promoting empathy, conflict resolution, awareness, and clear policies, communities create environments where bullying is actively prevented and addressed. Empowering individuals to act against bullying and providing comprehensive support systems are integral steps toward eradicating bullying and nurturing safer, more compassionate communities.
Olufunke Fowler-Amba, School Administrator , Vivian Fowler Memorial College For Girls, Lagos
Bullying Shouldn’t be Tolerated in Schools
Mandy Demechi-Asagba
Bullying in School is an unwanted aggressive behaviour among school aged children, that involves a real or perceived power imbalance with intent to oppress and cause harm. The behaviour has the potential to be repeated, over time. Research has revealed that, 1 in 5 students have been bullied in School (National Centre for Educational Statistics).
While bullying can be persistent and destructive, it can also be subtle and unnoticed, such that the teacher may not even be aware of it. The bullied often feel threatened, powerless and helpless.
Both the bullied and the bully may have serious, long-lasting effects, if not contained and managed early. It is a systemic problem that affects practically all schools from nursery, primary, secondary, and even the universities.
It is important that parents and teachers watch out for the signs of bullying and how to nip it in the bud or combat it, as repeated bullying can be suicidal.
Bullying in Secondary Schools
Bullying in secondary schools has been on the increase in recent times, and has become a serious threat to students safety. Comparison between government and private schools shows a higher rate in public schools, where it is described as thuggery and oppression of weaker students. It is an anti-social behaviour in schools, which poses serious health concerns- and security threat, such that if no deliberate urgent attention is given to curb, it becomes a breeding ground for gangsterism and terrorism. When one unleashes terror as a child and there’s no penalty for such, you grow into a adult monster ready to unleash more terror on the society.
I am particularly worried about the mayhem unleashed some years back, on some female students right on the street close to their school – open mass rape. To date, no news about conviction; just imagine how many girls would have been raped thereafter by such boys, or the uncaught ones, since they have not seen any severe punishment on the perpetrators, Same applies, if the bullies in this extant case in Lead British International School are not punished, it then becomes a norm and a dangerous one at that. The slapping on the face or hitting on the head, could result in the aggravation of health issues. Imagine a child with migraine being a victim of such, what if the migraine is a symptom of glaucoma and the child suffers rapid progression of breaking optic nerves due to the pressure exacted, and suddenly goes blind, would anyone have imagined bullying as the cause? Nor a broken ear drum, from repeated hitting on the ears.
The act of bullying is contrary to the fundamental human rights of a child to life and human dignity. See section 33 and 34 of the 1999 Constitution of the Federal Republic of Nigeria (as Amended). The child must be protected from any form of indignity, be it at school, home or public. It is assault on the child and a criminal offence punishable on conviction by imprisonment for 1 year – see Section 253-256 of the Criminal Code and murder punishable by death sentence on conviction or life imprisonment as the case may be; however, we are not unmindful of the legal capacity of the child perpetrators.
Factors Attributed to Bullying
Bullying can be attributed to the wide gap between the haves and the have nots. School authorities’ inability to control and or discipline the pupils; the look away syndrome; the economic downturn creating problems in homes and causing high rates of divorce with its attendant emotional trauma affecting the children from such homes: the rat race for economic balance and absentee parenting; the neglect of the critical parenting roles, no love, no empathy, no care, no compassion, no character role model. Cultism in Schools, alcohol consumption, and smoking, as well as failure to adequately punish the bullies to serve as deterrent and the slow justice system, as many are discouraged from seeking justice.
It is pertinent to note that, childhood and adolescence are critical periods for physical and mental development; thus, they are high-risk periods for the occurrence of mental disorders, such that parenting at this stage is very important to raise a well grounded child with sound morals, mental health and wellbeing.
The school authorities that should bridge the gap by instilling discipline and morals have resorted to selective discipline, so as not to offend the children of the rich and powerful. Thus, creating a very bad atmosphere of discrimination against poor and less privileged, not super rich and powerful. With the prevailing economic downturn, one cannot but predict a further increase in bullying in our schools. The rat race for survival has further increased the number of absent parents and dumping their children in the boarding schools, with little or no time to even visit on visiting days. Thus, placing a greater burden on the school authorities to do the magic of instilling discipline and moral virtues. The question now is, have the teachers trained in the art of teaching and instilling morals and discipline failed us???
The only thing one seems to hear from parents these days, is school fees and lesson teacher fees. So, if the parents are working so hard to meet the need of the teachers it’s incumbent on the teachers to also meet the needs of the parents in doing the magic to bring out the best in the students. What then do we have to say about the public schools teachers?
Types of Bullying
Direct Bullying: a combination of both verbal and physical bullying – spoken or written comments that are emotionally damaging, for example, teasing, taunting ridicule, calling derogatory names, nicknames, verbal attacks with discourteous words etc; while physical involves causing physical harm to the target or the target’s possessions, for instance, slapping, hitting, sexual assault, kicking, or shoving or forcefully taking the target’s possessions.
The case of Maryam Hassan of the Lead British International School appears to fall under this category; to imagine that just one student can identify 11 bullies, just shows the dangerous dimension this has taken in just one School.
The case of Sylvester Oromoni of Dowen College, Lekki, Lagos and the mass rape of girls in School Uniform in broad day light on the street of Ikoyi by Boys from Falomo Senior High School next to Ireti Grammar School Ikoyi, Lagos in 2017, fall within this category. This was the height of bullying. Research gate revealed 78% prevalence rate of bullying in Edo State.
Indirect Bullying: mainly verbal, for example, spreading false rumours, shunning with the intent to cause the bullied humiliation and dent on his/her image and isolate him/ her and causing emotional trauma.
Cyber Bullying: using social media as a means of spreading damaging information or content to cause the target harm, and/or sharing a student’s private photos or videos without their consent.
Centre for Disease Control Study reported that 15.5% of High School students are cyberbullied, while 24% of Middle Schoolers are cyberbullied.
Relational or Social Bullying: when students gossip or spread rumours to hurt the reputation of the bullied. This is common in cyber bullying. Cyber bullying has taken the centre stage of bullying, in recent times. Unfortunately, not many are aware of such posts as bullying. People just watch, laugh and share. Not knowing the level of damage on the target and the legal consequences (posting and sharing such posts are libellous).
Causes & Factors
Any student can become a target, regardless of gender, social status, economic status, race, religion or educational ability.
It is pertinent to note that some bullies have low self-esteem, and bullying is a way of exerting power. While some have high self- confidence and tend to lack empathy, such that aggression is their way of reacting whenever threatened. So, bullying is the effect of two extremes – low self-esteem or high self-esteem. Obviously, a condition that needs psychological attention.
Sexual orientation has become a mega problem escalating bullying- LGBTQIA (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual). The students come from homes, and who knows what they see in their homes or learn from peer pressure, or online? These are some of the disadvantages of boarding schools. They are obviously products of the home they’re coming from. So, issues such as abuse, neglect, abandonment or divorce cause them to bully others out of despair, anger, jealousy and/or lack, or need for attention or desire to be perceived as brave and confident. A sexual bully once confessed that, he learnt from watching his father and mother at home. How the father ties up the mother, and forcefully and violently hit her before penetrating her. What pattern of behaviour do you expect of such a child, especially if sent to a boarding School.
Effects and Signs of Bullying
Bullying can have long lasting emotional and psychological effects, leading to serial killings and rapes. The short-term and medium-term effects may be poor academic performance, withdrawal from social interactions, loss of interest in studies and in going back to school after the holidays, loneliness, unexplained injuries and self-destructive behaviour. A 2016 National Centre for Educational Statistics survey reveals that, 14% of bullied students struggle academically. Emotional effects include struggles with headaches, stomach problems, low self-esteem, insomnia, depression and suicidal thoughts and actions. It impacts not only the students negatively, but also the parents and classmates, feeling confused, powerless and helpless and may experience anxiety, high blood pressure, depression and other stress-related illnesses. While for the classmates, feelings of guilt over not standing up for the target, and fear of becoming the next target.
Studies by Sampa Sakanyinga and Hinduja, reported that victims of cyberbullying and school bullying have significantly greater suicide intent. Compared with people who were not bullied, the incidence of negative outcomes such as depression, anxiety, suicide, and loneliness was higher among those who were bullied. In addition, because the bully has no experience of being bullied, it is easy to ignore the harm caused by the bullying behaviour, while people who are bullying and being bullied are more able to perceive the pain caused by the bullying.
Recommendations
1. The physical and mental health development of students, should be given adequate attention.
2. Counsellors play a significant role, in observing and combating the patterns of violence and trauma out of which bullying arise. We therefore, recommend that every school must have at least two Counsellors.
3. Teachers must be observant of the students, and escalate to the appropriate authority.
4. Teachers should give a listening ear and encourage students to speak out on any issue bothering them; in so doing, many more vices will be revealed.
5. School authorities must have disciplinary policies, which must be carried out without fear or favour.
6. Parents should take steps to ensure bullying is stopped in schools by allowing their children to take responsibility for their actions, and stop undue interference with disciplinary measures carried out by the school authorities.
7. Parents should teach their children the art of self-defence, and/or shout or call for help.
8. Parents should take their parental responsibility seriously, and instil values such as love, empathy, compassion, care and respect for others.
9. Need to carry out mental health evaluation of all – the bully, the bullied and the bullying; being bullied should receive high social attention.
10. That apology is not commensurate with this violation, and must not be considered as punishment. The child should be made to take full responsibility for her action, to deter others.
11. Where the school fails to combat bullying, seek the services of a Lawyer. The Nigerian Bar Association (NBA), African Women Lawyers Association (AWLA), International Federation of Women Lawyers ( FIDA) and Lawyers generally, are ready and willing to assist with legal representation in such cases. Do not mortgage your child’s sanity and future, with silence. Take action today!
Mandy Demechi-Asagba, 3rd Vice President, NBA; Immediate Past President of African Women Lawyers Association
Addressing Bullying in Nigerian Schools
Dr Damilola Osinuga
The proliferation of bullying within educational institutions has emerged as a pressing concern. In many secondary schools, there is a problem with bullying. As instances of bullying persist in schools, many children find themselves subjected to intimidation and fear. This troubling trend signals a decline in the once-cherished values of courtesy and compassion, within educational settings. In light of these developments, questions arise regarding accountability and legal safeguards for bullied students. Who bears responsibility for this erosion of decency in schools? Are there adequate legal provisions to shield children from the harmful effects of bullying? What repercussions await those who perpetrate such acts of aggression? As these queries linger, concerned individuals and authorities alike, seek answers and solutions to address the pressing issue of bullying in our educational institutions.
Bullying, Its Elements and Effects
Bullying is an act of aggression aimed at causing harm, fear, or coercion towards someone perceived as vulnerable. It encompasses various forms of aggressive behaviour intended to dominate and control others, often over an extended period. Bullying violates the victim’s sense of safety and dignity, within shared spaces. The manifestations of bullying are diverse, including physical actions such as inflicting pain or unwanted touching, verbal tactics like taunting or teasing, psychological tactics such as gossiping or exclusion from social groups, and cyber methods like sharing degrading comments on online platforms.
Bullying casts a dark shadow over the school environment, leaving lasting scars on both individuals and the overall atmosphere. This pervasive issue breeds insecurity among students, exacerbated by the inherent power imbalances shaped by societal and institutional norms within the school setting. The repercussions of bullying are profound, often resulting in severe emotional distress, frequent school absences, and heightened risks of suicidal behaviour. Bullies, driven by a desire for dominance, inflict emotional harm with little regard for the consequences, frequently flouting authority and violating school regulations.
Notably, students hailing from homes marked by authoritarian parenting styles or physical discipline, are likelier to exhibit such behaviour. Meanwhile, victims of bullying endure a gradual erosion of confidence and self-esteem, grappling with feelings of anxiety and social isolation.
The long-term effects of bullying can be devastating, particularly for emotionally vulnerable children, leading to profound and lasting impacts on their lives. As such, addressing bullying within schools is not merely a matter of discipline, but a critical imperative for safeguarding the well-being and prospects of our youth.
In Nigerian secondary schools, bullying stands out as a pressing concern. Surprisingly, there is a notable absence of specific legal framework addressing it. Unlike some nations where dedicated laws and policies target bullying directly, Nigeria’s approach hinges on broader legislation encompassing children’s and women’s rights, and general school regulations to tackle the problem indirectly. Such laws exist both federally, and at the State level. Most of these laws primarily address child abuse, in line with international human rights standards on protecting children from violence. However, they often lack specific provisions addressing the issue of bullying in schools.
The absence of direct laws and policies, has shown that there is a lack of sufficient attention given to the problem of bullying. This may be because there is a prevailing belief that bullying falls under the purview of school administrators and teachers as part of general disciplinary matters. Furthermore, some view acts of bullying as a natural part of childhood development, something students must endure as they mature, often in a cyclical “turn by turn” manner.
There is also a perception that the 1999 Nigerian Constitution adequately addresses various forms of violence, including bullying in schools. Portions of this Constitution are frequently cited as providing legal recourse not only for general violence against children, but also for specific acts of bullying. These provisions as contained in Section 17(3) of the 1999 Constitution state that:
“The Federal and States shall direct their policies towards ensuring among other things that all citizens of Nigeria (including children) have opportunity for securing adequate means of livelihood as well as opportunity to secure suitable employment; have conditions that are just and humane at work with corresponding adequate facilities for leisure, social, religious and cultural life; and that children and young persons are protected against any form of exploitation whatsoever, and against any moral and material neglect”.
The inadequacy of current reasoning and justifications in addressing the issue of bullying in Nigerian public schools is increasingly apparent, as evidenced by the growing concern among the Nigerian public. There is a palpable demand for governments and school authorities, to confront this issue urgently.
Furthermore, it is evident that various forms of bullying stemming from different societal demographics, such as school types, economic status, and geographical locations, have become alarmingly prevalent. Targeted measures must be implemented to effectively address this problem, reflecting its widespread occurrence in Nigerian public schools. However, the existing legal framework falls short of directly addressing bullying. This lack of direct legislation poses significant challenges in enforcing sanctions against students who bully their peers, or compelling parents, guardians, and wards to take action against this growing menace.
On the initial questions posed in the opening paragraph of this article, there are glaring deficiencies in legal safeguards to protect children from the detrimental impacts of bullying. Furthermore, perhaps, more disturbingly, there are no consequences for those responsible for perpetrating such acts of aggression.
Conclusion
The call for action grows louder as the challenges of bullying in Nigerian schools persist. The time has come for educationists, legislators, and policymakers to awaken to the urgency of this issue. They must cast aside complacency and take decisive action to ensure the safety and well-being of students. The dawn of change is upon us, and we must seize this moment to create a safer and more inclusive educational environment for all.
Dr Damilola Osinuga, Ph.D, Legal Practitioner, Lagos
Bullying in Nigerian Schools Isn’t Getting Worse; It’s Getting Filmed
Seun Lari-Williams
Real Life Experiences
Visiting days at Badagry Grammar School boarding house was fun: it was intriguing to watch how parents hugged and kissed the worst of the worst bullies we had, people whose behaviour could not be reconciled with how innocently they acted around their parents. I heard parents say words like “I have missed you so much, my baby” to some 14- or 15-year-old whose nickname in school was “Broken Bottle” or “Kee Person.” These kids came straight out of William Golding’s Lord of the Flies.
In a public boarding house, one which our Principal once told us was the cheapest in the whole country (so one really could not expect top-notch supervision), bullying was the culture. Moreover, we understood that. It was no big deal. It was normal. And, yes, we also had an intro tech teacher, but I digress. I was slapped, kicked, stoned with an iron bucket, burned with a hot pressing iron by seniors… and these were usual stuff. Many suffered worse. Even as a Senior Prefect boy, my skull was cracked open by a classmate (who now happens to be a close friend).
However, why does bullying persist in Nigerian schools, and what can we do about it? The incident at the Lead British International School in Abuja, has brought the issue of bullying in Nigerian schools back to the forefront. I say “back” because it has always been there—lurking. While the disturbing headlines may seem shocking to some, many who attended Nigerian public secondary schools will likely be familiar with this pervasive problem. For example, “seniority” has been a longstanding issue. Being a senior means you have the right to order juniors to fetch you water, wash and iron your clothes, buy you food… A simple Google search about bullying in Nigerian secondary schools, will reveal countless painful experiences shared by survivors.
It was not too long ago that the tragic death of Sylvester Oromoni, a 12-year-old student at Dowen College in Lagos, sent shockwaves through Nigeria. While reports from the Coroner recently ruled out bullying as the direct cause of death, the case drew national attention due to allegations of bullying and violence.
Nonetheless, I believe we are asking the wrong question when we ask, ‘Why the rise in bullying?’ We should be asking, why is there bullying at all. Or, at the very least, is this a new phenomenon or simply one that has become more visible? It would be more accurate to state that, the digital age has exposed this behaviour to a broader audience. Focusing on the issue’s existence rather than its alleged rise, allows us to explore its real causes.
Real Causes
A significant factor contributing to this issue is undoubtedly, broader societal influences. Hard as it is to say, Nigeria is a nation of bullies. Bullying behaviour can become normalised when children are constantly exposed to violence and aggression, whether in their homes through domestic violence, in communities through thugs extorting or harassing people, in media, or online spaces through cyberbullying and whatnot. This desensitisation can lead anyone to believe bullying is acceptable—how many more children?
Schools have a crucial role to play in combating bullying. Unfortunately, some educators, like some parents, hold the mistaken belief that bullying is simply a rite of passage, a necessary hardship children must endure to “toughen up.” This narrative not only disregards the emotional and psychological harm bullying inflicts, but it also fails to recognise the true path to resilience. Building resilience involves developing coping mechanisms and healthy social skills, not fostering an environment of fear and intimidation. Schools and communities must work together to dismantle this outdated notion, and promote a culture of empathy and respect, where students learn to navigate challenges constructively, not through dominance or aggression.
Bystander Intervention: A Promising Solution
One promising solution to the pervasive issue of bullying lies in empowering bystanders. Bystander intervention programmes equip students with the knowledge and skills to recognise bullying, overcome the bystander effect (the tendency not to intervene in emergencies), and become active supporters.
Inadequate interventions can create an environment where bullying flourishes. Weak anti-bullying policies, lack the teeth to deter perpetrators. Insufficient training for staff and students in bystander intervention, leaves them unsure of how to respond effectively. The “Wetin consine me?” (What is my business?) culture of silence within schools, must be discouraged.
Bystander intervention programmes equip students with the knowledge and skills to recognise bullying, overcome the bystander effect (the tendency not to intervene in emergencies), and become active supporters. The bystander is the key. When a bystander steps in, bullying behaviour is more likely to stop. Research suggests that over 50% of the time, bullying stops within 10 seconds when a bystander intervenes.
Consequently, organisations, institutions and schools, should set up programmes to raise awareness about why people hesitate to act in bullying situations. By understanding the bystander effect, both staff/students can develop strategies to counter it. Training equips them with specific tools for intervention, such as confrontation, seeking help from an adult, or providing emotional support to the victim.
The success of bystander intervention programmes has been well-documented, particularly in schools and universities worldwide. These programmes have demonstrably reduced incidents of sexual harassment, sexual violence, and overall bullying behaviour. The positive impact extends beyond educational institutions, with companies increasingly recognising the value of bystander intervention training in fostering safe and respectful workplaces.
By empowering bystanders to become active participants in preventing bullying, we can create a decisive shift in school culture. When students feel equipped to intervene and support their peers, the environment becomes less tolerant of bullying, fostering a safer and more inclusive learning environment.
Conclusion
Bullying behaviour, is like a pebble tossed into a pond. The ripples of its effects, can be far-reaching and long-lasting. We must acknowledge that the issue of bullying in Nigerian schools is not a new phenomenon, but rather one that has gained visibility in the digital age. While recent incidents have drawn national attention, bullying has long been ingrained in the culture of many educational institutions. It stems from broader societal influences, where violence and aggression are normalised.
Addressing bullying, requires a multifaceted approach. Schools must implement solid anti-bullying policies, and provide adequate training for staff and students. However, the key lies in empowering bystanders to intervene effectively. Bystander intervention programmes have successfully reduced bullying behaviour, and created safer school environments. By raising awareness about the bystander effect and equipping individuals with the tools to intervene, we can foster a better culture of support.
Seun Lari-Williams, Legal Practitioner; PhD Researcher at the University of Antwerp, Belgium
