Imperial Journal of Interdisciplinary Research (IJIR)
Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
A Case Study of Childhood Bullying in Malaysia
Shireen Simon
National Chung Cheng University
Abstract: This paper aims to discuss bullying
issues among primary school male pupils in
Malaysia. Bullying among schoolchildren became
a hot issues discussed by Malaysian society.
Bullying is the use of force, treat to abuse
aggressively to dominate the weak repeatedly. By
adopting a qualitative approach, this study has
identified the possibility factors that contribute to
bullying among 26 male pupils (aged 10) in a
primary school. The author tries to understand and
capture the type of bullying, duration and
frequency and the characteristics of the bullies and
their victims. The results show that the victims were
bullied differently in school and why they were
chosen as a target by their bullies. Different
perceptions and reasons are told between the
bullies and their victims based on their experiences.
This study not just primary focuses on bullying
issues among male pupils solely; it also discusses
the motives and causes of bully victimization.
Lastly, this study proposes some suggestions
according to the research findings and guidance
for parents, school personnel, schoolteacher,
schoolchildren and public to work hand in hand to
combat bullying together. In a multi-cultured
society like Malaysia, the schools and communities
have responsible as well as interconnected roles in
shaping the next young generation of Malaysians
who are united through the school system as it
exists now without bullying issue.
Keywords: Childhood bullying, bullying issues,
male pupils, primary school, victimization
Introduction
Childhood is the most innocent phrase of a
person’s life; however not many schoolchildren
arrive in school compound feeling safe and happy
due to bullying. Bullying means aggressive
behavior whether in physical, verbal or
psychological is done repeatedly bringing
discomfort and uneasiness to the victims whereby
the victims unable to defend and stand up for
him/herself. Bullying occurs within 10%-15% is
considered to be chronic and serious (Olweus,
1993). In Malaysia, the term bullying in schooling
context is to refer to actions and speech which
causes physical, mental or psychological harm
(Whitney and Smith, 1993). Symptom of violent
behavior among Malaysian schoolchildren are
increasing and more and more talked in Malaysian
Imperial Journal of Interdisciplinary Research (IJIR)
newspapers. It becomes a hot issue discussed by
Malaysian society. This shows just how urgent
actions by the relevant authorities need to ensure
that bullying issue does not continue to spread and
grow. Bullying is considered a form of violence. It
can also be an issue of violation of children right
which impact negatively on the bullied pupils
emotional, social development and academic
performance. This study discusses the problem of
bullying among primary school male
schoolchildren solely because boys are prone to
bullying more than girls (Frosh et al, 2002, Dijkstra,
Lindenberg & Veenstra, 2007). This study also
discusses the problems, possibilities, cause and
effects of bullying among primary school
schoolchildren. Bullying is no laughing matter.
Being bullied is a scary and hurtful event. Bullying
in school can be controlled if appropriate
preventive measures are taken seriously by the
education policy makers, school, parents,
schoolteachers, schoolchildren and the community.
All children are entitled for a safe school
environment is in order to enjoy healthy process of
teaching and learning. Lastly, this study is
expected to enable schoolchildren to understand
and create awareness about bullying. The writer
also makes suggestions for future research which
will enhance comparability by moving forward a
more effective comparative analysis in cross-
cultural comparison, respecting cultural diversity
and differences.
Purpose of Study
Briefly, the purpose and objectives of this
research and specific aims are as follows:
(a) To identify pupils who have been bullied and
pupils that bullied.
(b) To investigate how pupils who have been
bullying victims and the bullies perceived their
bullying experience.
(c) To identify the possibility motives and causes
of bullying among schoolchildren.
(d) To see the effect of psychological, physical
and emotional bullying towards its victims.
(e) To see how bullying affects their adjustment
in social settings school environment and how
effectively parental, school personnel and
schoolteachers’ involvement to combat
bullying.
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Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
Literature Review
Bullying among school children is a global
phenomenon not only happen in schools in
Malaysia but also occurs in countries around the
globe like United States, England, Japan, Denmark
and Australia. By understanding the behavior of
bullying among schoolchildren is necessary to
enable us to seek for appropriate methods or
approaches to address and overcome bullying issue.
The previous studies related to the bullying
behavior and theories that apply to bullying issues
will help researchers in the establishment of a
framework to analyze the study of bullying
behavior in primary school.
(a) Definition
According to Olweus (1993), a pupil is
considered as been bullied or victimized when
he/she is exposed to constant negative actions from
another pupil(s). This statement was supported by
Rigby (1996) bullying is a process where the bully
will continue to bully the same victim for a long
period of time repeatedly. The commit act of
bullying is pressed either physical or psychological
by someone who is powerless. Bullying is a global
phenomenon that is not just happening in the
schools in Western countries but also in Malaysia.
Recent years, the incident of bullying among
primary school children regardless the gender
around the globe is increasing.
Bullying is aggressive behavior that is
categorized as a power imbalance between the
bully and the victim (Pepler and Craig, 1988).
Tattum and Tattum (1992), defines bullying as a
desire to injure someone into a situation in pressure.
Bullying is a form of aggressive behavior. It is also
incorporates a wide range of behavior, such as
offensive name calling, intimidation, acts of
violence, oppression, boycotting, discriminating
(sexual orientation) damaging property of others
and verbal threats (Smith and Sharp, 1994).
(b) Types of Bullying
Researchers have identified three types of
bullying behavior occurring among bullies such as
physical, verbal and antisocial (Olweus, 1991;
Rigby, 1996; Thompson and Sharp, 1998).
Antisocial behavior refers to indirect bullying
behavior. According to Connel and Farrington
(1996), bullying behavior including physical
assault such as punching, kicking and pushing.
Ireland (2002) has carried out a comparative
study of bullying among youth, juvenile offenders,
and schoolchildren. Teenagers are seen to have a
high prevalence of bullying against juvenile
Imperial Journal of Interdisciplinary Research (IJIR)
offenders. Generally, bullying is more likely to
occur among male pupils, either individually or
collectively (O'Moore and Hillery, 1989; Hazler,
Hoover, and Oliver, 1991; Hoover, Oliver, and
Thomson, 1993). Types of bullying that most
reported are name calling, beating and kicking
(Stephenson and Smith, 1989; Sharp and Smith,
1991 and Hoover et al, 1992). Olweus (1991), the
boys are generally more violent in bullying
compared to girls. Girls have seen more in verbal
bullying such as, ridicule, humiliation, name
calling, taunting, intimidation, boycott, racial
labeling, slander, gossiping and manipulating in
social relationships.
According to Roberts (1988), frequencies of
bullying among girls are increasing. Male bullies
are usually more aggressive, physically stronger
and bigger than the victims. Bullying among boys
is more often than girls (Olweus, 1993). In contrast
to girls, boys of any age tend to be physically
aggressive (Besagm, 2006; Craig & Pepler, 2003;
Siann, Gerda, Glissov & Lockhart, 1994; Craig,
1998). Research shows that physical abuse tends to
occur more often among boys than girls at any
educational levels example primary school,
secondary school and university (Smith, Cousins &
Stewart, 2005; Chapell, Hasselman, Kitchin,
Lomon, Maclaver, Sarullo, 2006; Espelage &
Swearer, 2003).
(c) The Cause and Effect of Bullying
Many researchers, such as Beale & Scott
(2001); Yoon & Kerber (2003), found that
aggressive and bullying behavior is a phenomenon
that occurs widely in schools nowadays. Olweus’s
survey (1994) found that bullying is common
among male pupils and younger students. School
bullying is so prevalent that it can be described as a
“normal feature of everyday life” (Tyler, 2002). It
is important to recognize that all bullying,
including boy on boy, girl on girl or bullying
between the sexes is informed by gendered
socialization and discourses (Rich and Evans, 2009;
Susinos, Calvo, and Rojas, 2009) and this affects
how boys and girls are bullied including the
practices and forms of abuse that are involved.
Bullying behavior not taught directly to
children. There are various factors. These factors
include biological factor, influence of family,
friends, social surrounding and environment
(Espelage et al., 2000). Children are often as
bullied victims are more passive, sensitive, quiet,
timid, and will not respond if attacked. They are
less confident, have low self-esteem and constantly
in fear.
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Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
A study conducted shows that bullies may
have come from victims who have experienced
treatment violence or abuse (Loeber and Hay, 1997;
Verlinden, Herson and Thomas, 2000). Their action
is aimed at bullying for revenge. Bullies also tend
to assume that themselves has been threatened and
in danger. They do not have responsibility and
respect for others (Twemlow, 2000). Family
background plays an important role in shaping the
bullying trait. They use violence while solving
problems and discipline their children. Children
who lacks of love and education will typically be a
bully. The behaviors of the family members are
usually outrageous and extreme (O’Connell, Pepler
and Craig, 1999). The presence of supporting peers
indirectly helped the bullies to retrieve power,
popularity and status. Bullies are very popular and
famous among their circle of friends. Bullies
indirectly reach awareness of the power and receive
social support by their peers to bully the victims. In
most situation of bullying, the peers who witness
the act will stay silent and refuse to interfere. They
assume if they interfere and tell others about the
bullying acts they might get caught into trouble and
becoming the bullied victims (O’Connell, Pepler
and Craig, 1999).
(d) Social Settings and School Environment
Individual men and women, and boys and girls
experience bullying in unique ways. All types of
bullying may have a tremendous impact on targeted
children. They may feel depressed, anxious, eat or
sleep less or more, have difficulty concentrating on
school work, have trouble making friends, lie, steal,
run away from home, avoiding school or even
consider of suicidal (Besag, 2006; Yang, Kim, Shin,
Yoon, 2006; Smith, Cousins & Stewart, 2005;
Brustein, Marrocco, Kleinman, Schonfeld & Gould,
2007). Children may not want to tell anyone if they
feel they deserve this type of treatment, they afraid
it would make the matter worst. (Smith, Cousins &
Stewart, 2005).
Having a high percentage of children being
bullied at schools that reached 64%, Malaysia is
trying to prevent bullying with its different shapes
and types whether physical bullying, verbal
bullying, emotional bully, prejudice bullying,
cyberbullying and sexual bullying. Cyber and
sexual bullying are more common in secondary
school.
According to a study that was done in several
schools in Malaysia, it was found that 93.5% of the
students in secondary schools were being bullied at
indirectly, while 68.2% admitted that they were
being bullied directly, and all of them agreed that
most of the bullying acts that happen in the schools
Imperial Journal of Interdisciplinary Research (IJIR)
take place in the classrooms, and the boys being
more involved in bully acts more than the girls. In a
gender comparison, boys naturally involve in direct
bullying methods, girls more prone to subtle
indirect strategies such as slander, spreading
malicious rumors or gossip and implementing
social isolation (Smith & Sharp, 1994). The same
study showed that 53.2% involved were bullies,
79.4% were bullied (victims) either physically or
psychologically.
Various studies showed direct bullying seems
to increase in primary school years, peak in junior
high school years and declining in high school
years. Boys involve in bullying behavior and are
also victims of bullies more frequently than girls.
Direct physical bullying seems to decrease by age
and verbal abuse remains steady. School setting
(urban, suburb or rural area), school size, racial
composition and gender do not seem to classify or
foretell the existence of bullying but it is quite
contrast with the observation and findings in
Sunshine School (Batsche & Knoff, 1994; Nolin,
Davies, & Handler, 1995; Olweus, 1993; Whitney
& Smith, 1993). A crowded classroom, teachers
late for their lesson and lack of teachers can
contribute to bullying behavior in the classroom for
example, Sunshine School (pseudonym).
Any kind of bully, either directly or indirectly
has a negative impact on the growth and
development on the bullies or their victims notably.
Various studies prove that bullies tend to victimize
those who are “easy” to target. The classic tactic,
male pupils were seen more picking on smaller-
sized, vulnerable and weak classmates. Their
“status” in the classroom is secured. Anti- social,
tough behavior is perceived as “cool” and “macho”
in school culture, which arises from the “social
cultural construction of manhood”. The
schoolteachers especially need to be sensitive about
bullying issues.
Theoretical Framework
The intricacy of bullying requires more than one
theoretical lens in order to comprehend this
occurrence thoroughly.
1. Theories that based on individual
factor when associate with bullying
Theories that explains how bullying occur
based on genetic, family issues, socio cultural,
physical, socio-emotional competence skills or
psychological differences that encounters between
the powerful children to oppress on the weaker
children.
(a) Social Learning Theory
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Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
According to Bandura (1973), children learn
behaviors through witnessing continual of
particular actions. Bandura (1977) also identified
three conditions that influence the model imitation
among children. Children are more likely to imitate
a model when the model is powerful and forceful.
The model is more rewarding rather than guilt
behavior; and the model shares similar
characteristics or traits with the child. In the case of
bullying, these conditions are often exists.
Witnessing an aggressive act and would not
naturally influence someone’s behavior. However,
if a child continuously witnessing negative and yet
aggressive acts by individuals such as their parents,
peers and siblings are more highly influenced. For
example, having parents who are constantly
fighting at home or children may emulate with
peers who they see as timid. This findings are
supported by O’Connor (2002), social learning
theory can be illuminated by how hostility through
the social status or dominance. Proactive styles of
aggression may contribute to better social status or
vice-versa.
(b) Cognitive Behavioral Theory
Behaviors are influenced by how we observe,
identify and understand the situations (Gleitman,
1981). According to Gonzales-Prendes, & Resko
(2012), when mutual interaction between personal,
environmental changing, and how an individual’s
thinking influences that particular person will react
to his/her surroundings. Significant of meanings,
reward, punishment and judgement associated with
specific life events, are the main elements of one’s
perceptions, feelings and actions in response to the
process of adjustment in life.
Social Leaning Theory and Cognitive
Behavioral Theory play and significant positive
benchmark in established intervention programs to
improve childhood disorder such as bullying.
(c) Attribution Theory
Attribution theory refers to how individuals
think; making sense of their own and other’s
bahaviors by examine factors that influencing how
individuals comprehend the cause of phenomena
(Manusov, & Spitzberg, 2008). Dodge and
colleagues has proved aggressive and timid
children alike respond hostilely when they start to
believe their peers’ action or behavior are
intentionally unpleasant or vice-versa (Dodge,
1980; Dodge, Pettit, McClaskey, & Brown, 1986).
From the perspectives of ethnic group attributions,
cultural differences, parents’ social-economy status
and peer experience do influence pupils’ attitudes
toward bullying (Verkuyten, 2002).
Imperial Journal of Interdisciplinary Research (IJIR)
2. Theories that based on Individual in a
Social Context when associate with
bullying
Theories that explains how differences in
human personal characteristic or trains, skills as
well as living lifestyle affect bullying involvement
in a social context.
(a) Lifestyle Exposure Theory
Lifestyle exposure theory involves
understanding when an individual is exposed to
hazardous environment, dangerous people and
treacherous activities thus putting the person in
greater risk for victimization (Christiansen &
Evans, 2005; Hindelang, Micheal, Gottfredson,
Micheal & Garofalo, James, 1978). Four main
concepts define the link between lifestyle and risk
of victimization such as bullying:
(a) Juxtaposition to crime, such as living in
abusing household or high crime
neighborhood.
(b) Crime exposure to crime offenders.
(c) Attractive, obsession and possessive traits
by the offenders are considered appealing
to the other offenders.
(d) Guardianship, for instance spending time
away from family members or others who
could shelter the individual (Finkerlhor &
Asdigian, 1996; Miethe & Meier, 1990).
(b) Resiliency Theory
Resiliency theory describes a forceful process
when individuals portrait positive adaptation
despite traumatize experiences (Luther, Cicchetti &
Becker, 2000). Resiliency theory seeks to
determine why some individuals who are exposed
to hazard such as bullying avoid the adverse
outcomes naturally linked with the expose
(Zimmerman & Arunkumar, 1994). Both protective
and risk factors are believed as essential to
understand resiliency.
(c) Ecological System Theory
An ecological system theory (framework)
serves as a pillar to explain the crucial factors of
bullying behavior that can be examined.
Childhood bullying can be recognized through the
level of social context whereby the school is the
center served as a community and society in
building individual traits and development, and the
interactions between the children who bully and
bullied (Atlas & Pepler,1998; Cairns & Cairns,
1991; Germain & Bloom, 1999; Mishna, Wiener,
& Pepler, 2008) . The ecological system theory
(framework) views interpersonal violence
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ISSN: 2454-1362, http://www.onlinejournal.in
(bullying) as the outcome among many factors that
comprises 4 levels such as the individual, the
relationship, the community, and the societal.
(a) Individual level whereby personal
background/ history or biological factors
influence how an individual behaves and
the tendency becoming a victim or a
violent perpetrator.
(b) Personal relationships example family,
friends, peers and intimate partners maybe
influence by the risks of becoming a
victim or a violent perpetrator.
(c) Community social relationships context
occur in schools, neighborhoods and
workplaces whereby violent take place.
(d) Societal factors determine whether
violence is constrained or encouraged.
Research Design
Although there are a considerable amount of
research on bullying, but very little research has
been carried out to investigate the process of
becoming a school bullying victims and being a
bully. In order to gain an insightful understanding
of victims’ and their predators’ perspectives on
their bullying experiences, there is a clear necessity
to conduct a qualitative studies.
This study is expected to enable the
schoolchildren to understand and create awareness
about bullying. The information gathered to form
this study is through qualitative interviewing. The
study employs interview with 26 male pupils (aged
10) from the author’s pupils who came from
different cultural and socio-economic background.
The study also attempts to reveal bullying
issues in a Malaysia primary school. Sunshine
school (pseudonym) is situated in the heart of city
surrounded by an elite neighborhood being riddle
with problems and issues, such as low academic
achievements, poor discipline issues and even
conflicts issues between schoolteachers and parents.
The author spent 6 months by doing observe,
analysis, in-depth interview and record bullying
behavior in her classroom. In order to support the
writer's findings, information also obtained from
discipline school board meetings, school discipline
record book noted by schoolteacher and school
prefects. It shows, the boys were bullying and
bullied most frequent in the classroom, especially
during Physical Education and music lesson, toilets,
followed by recess time, on the way to school and
after schooling hours. Verbal abuse as the most
common type, classroom and toilets are the most
common locations.
Imperial Journal of Interdisciplinary Research (IJIR)
The data were collected via semi-structured
questions among 26 male pupils (aged 10), they
were all classmates. Interview has been proven to
be a useful tool to gather information when
researching to help support by existing research
and real life experience. The author conducted the
qualitative interview method because it encourages
respondents to speak in their very own unique
experiences way to gain a better understanding of
them as a bully and bullying victims.
The principal investigator asked the
respondents to recall and tell about their
experiences for the past 60 days including bullying
frequency. The principal investigator observed that
if someone (children) has been bullied any part of
their life within 60 days, they are likely to recall
and remember it clearly it. This strategy is to help
to reduce recall bias and it does allow the principal
investigator to differentiate quality and frequency
of bullying. Children who have been bullied or
bullied few times, for example like have had a
different experience than someone who was aimed
several or many times. After the interviews were
transliterated they were carefully read so that the
specific data can be discussed coherently. All
participants were asked the similar questions for
easy comparison and analysis process. Pseudonyms
are used to protect the anonymity of the
participants in the study.
Due to the nature of study involving children,
when interviewing the respondents, the author
ought to consider the participant respondents,
always safeguard children rights, communicate
research objectives clearly and lastly protect the
privacy, sensitivity and interest of the participants
(Spradley, 1997). Pseudonyms are used to protect
the anonymity of the participants in the study.
Before the official interview process begun, the
writer had a preliminary meeting with the
participants and their parents in order to establish
trust and review critical considerations as a
protection to the respondents. The study was
conducted under the permission and approval of
headmaster and senior assistants.
Honestly is the main focus when working
children and parents. It is important to keep a high
level of privacy, confidentiality and flexibility
throughout the interview process. Additional
research from a variety children's background in
terms of culture and socio-economic, it would add
another layer of understanding about bullying
among schoolchildren in Malaysia.
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Interview Outline The Bullies and their The Bullied Victims and
Characteristic their Characteristic
A set of open-ended questions were asked during (Adam, Brad, Carl, Dan, (Ian, Jack, Kim, Larry,
the interview between the bullies and the victims. Eric, Fred, Gary and Mike, Nick and Owen.)
Harris.)
The Bullies (a) Gets into physical or (a) Avoiding school or
verbal fights with certain places
(a) How do you like school? Tell me about school. other easily (b) Silent about what is
(b) Have you thought about how your actions or (b) Enjoys putting others happening at school
down (c) Frequent lost and
words could have hurt this person's feelings
(c) Has extra money or uneasy
emotional and physically? new belongings (d) Academic problems
(c) What makes you think you have the right to (d) Disobey school rules (e) Difficulty
say or do things like this to someone else? and authority concentrating
How would you feel if this person did or said (e) Has an attitude of (f) Low self-esteem
these things to you? superiority (g) Social isolation, few
(d) Have you considered that just because this (f) Quick to blame others or no friends
person is different from you or has different (g) Enjoys control over (h) Timid, depressed or
beliefs, it is OK to make fun of him or say others anxious
(h) Enjoy violence (i) Teacher’s pet
hurtful things?
(i) Physically strong with (j) Intelligent and
(e) What do you think your parents will say when athletic figures determined
I tell them what you have said/done to this (j) Show little concern for (k) Physical features
person? Will they be proud? others that attract attention
(k) Lack of moral and (l) Sexual orientation
The Victims empathy (m) Different cultural
belief
(a) How do you like school? Tell me about school.
(b) How many instances of bullying do you have This study provides one of the first qualitative
in a school year? How did the bully occur? interviews of bullying based on the perceptions and
(c) What did the bully say or do that got you upset? experience of the bullies and their victims. In this
How did you respond? Did you cry, run away, children’s discourse, the bullies were talking about
call them a name back, hit them or fight back? the reasons why did they bully, the talked about
(d) Were there any teachers around at the time? how “odd”, “weird”, annoying and peculiar their
Did they see, respond or help? If there were no victims were. The bullies also mentioned how did
teachers around, did you report to a teacher they separated the victims from other pupils and
what happened? What about your parent or “created” him as negatively as possible and how he
guardian? Did either or both of them do should be treated hostility by the others. The
anything to help you? victims also described as a sense of not fitting in
(e) Has the bully ever apologized? such as social excluding, as a result of being
different and bullied, often misunderstood by
Research Finding and Discussion
others and accepting the bullies said was true.
Schools are supposed to be a healthy learning
What exactly encourages the boys being a bully?
ground for every boys and girls. Childhood is
Why is it that a significant proportion of little boys
something to celebrate unfortunately not every
embrace violent forms of masculinity over others?
child has a pleasant childhood and majority
School bullying is so common that it can be
schoolchildren around the globe are suffered from
described as a normal feature of everyday life
bully. It is a huge phenomenal and ought to be
(Tyler, 2002).
conquered. Based on the interview, 7 out of 26
male pupils told the principal investigators they The most fundamental to achieve social setting
have been bullied at some point during school in some acceptable ways of “doing boy” or “be
hours. 8 out of 26 male pupils have admitted they boys” involved the features of hegemony
were always the bullies in order to protect masculinity identified by other researchers (Frosh
themselves and territories. The other 11 pupils, et al, 2002; Pepler, 1998) as being components of
they were neither the bullies nor the victims. Based “popularity” including being sporty, macho looking,
on the observation and interview, the names tough, cool, or a joker. Most male bullies are
(pseudonymous) and the characteristics of the physically strong, well-built and powerful. Adam
bullies and the victims have been identified. expressed that,
Table 1: Name and Characteristics of the Bullies and
Bullied Victims

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Imperial Journal of Interdisciplinary Research (IJIR)
Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
“I never liked school and not good in
studies. I disliked people tried to outshine
me like Ian. I tried to embarrass him
whenever I can. My parents were fine with
me because I was able to defend myself.”
Bullying can begin at any age or younger even
in primary school and some unknowingly with the
approval of their parents. Ian elaborated by saying,
“I liked school because I enjoyed all the
school lessons. I was afraid to go to school
because Adam and Brad always teamed up
to bully me. Whenever, I complained to
teachers but they never listened or asked
me to ignore them just like my mother did.”
Respondents also recalled how the “taboo”
nature of gay links with femininity. Gay terms
were used as an option for insulting any boy
because they provided the ultimate and extreme
insult. Meanwhile, gay terms were also used for
generalized abuse against those boys were under
suspicion for being insufficiently masculine, for
their lack of conformity with “hegemonic
masculinity” such as being tough, disruptive,
macho looking sporty or cool (Frosh et al, 2002;
Chambers et al, 2004). These boys included those
who had geeky nerd appearance, wearing glasses or
braces, not sporty and like schoolwork or teacher’s
pet. Although these boys (respondents) have not
been permanently labeled as “gay” they were
regularly subjected to gay or femininity abuse
(Frosh et al, 2002).
Respondents discussed how their behavior was
associated and typically conflated with femininity
which assumed weakness and inferiority in gay
men and in all women (Lee, 1986). As a result, it
comes as no surprise that such boys who
represented femininity were labeled as gay and
constantly bullied. Indicators of effeminacy
included “girlish” speech and mannerism, the
playing of “girls” games, the displaying of “girlish”
taste in music, arts, speech and mannerisms or even
the avoidance of attending PE lesson (Hearn and
Collinson, 1994).
Gay calling was a major crisis in Sunshine
School. Jack, Kim and Mike are often been
labeling as gay by others classmates notably Brad
and Dan. Based on the interview, Jack, Kim and
Mike shared the similar sentiment and stories.
According to them,
“We were bullied by other boys notably
Brad and Dan. Every day they picked on us
for our names including our parents’
names, race and skin color. They would
Imperial Journal of Interdisciplinary Research (IJIR)
make jokes and insulting our names like
calling us “Black” and sometimes “gay”
and others who were the same race and
ethnicity as us. During PE, Brad and Dan
would make comments while we were
changing in the toilet, implying that were
gays. They would say that were staring at
people of the same sex while they were
dressing. We were not gays. We told our
situation to the school prefects and
discipline teacher but our voice never
heard. Sometimes, we even asked for
dismissed for PE lesson. Our parents
advised us to ignore them and report those
boys to the headmaster.”
It seems hard to stop bullying because most
bullies are able to cover up their tracks. Bullies
bully where people cannot see or hear
them. Bullies bully when teachers or adults are not
aware and looking. The worst part, bullies act
discreetly and they attack when the victim is not
looking or notice. Brad expressed the reasons why
he bullied others.
“I liked school because Dan was always
around to support me no matter what. I
never picked on Jack, Kim and Mike; they
were overly sensitive and cry babies. My
parents would not care about me due to
their busy schedules. They made good
money. I was always in my grandmother’s
house after school. She questioned nothing
about school.”
Dan expressed his feelings about bullying. He
mentioned on the following quote.
“I liked school because of Brad. I did not
mean to bully Jack, Kim and Mike but they
were such an eye-sore. I called them gays
because Brad said so. According to my
parents, gays lost faith in religion, life and
bad people. Sometimes, I felt sorry for
Brad because no one understood him.
Each time, I would like to apologize to
them especially Kim because he always
helped me on my English homework but
Brad was always there to stop me.
Sometimes, he threatened not to friend with
me. I would choose Brad over them.”
Children bully for many reasons. Some bully
because they feel insecure, unwanted and seeking
for attention. Picking on someone who seems
emotionally, mentally or physically weaker
provides a feeling of being more important, popular,
or in control. In other cases, children bully because
they simply do not know that it is unacceptable to
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Imperial Journal of Interdisciplinary Research (IJIR)
Vol-3, Issue-10, 2017
ISSN: 2454-1362, http://www.onlinejournal.in
pick on children who are different because of size,
looks, gender, race, or religion. Some children who
bully at school and in settings with their peers are
copying behavior that they see and learn from
home. Children who are exposed to aggressive and
unkind interactions in the family often learn to treat
others the same way. Carl mentioned in the
following quote,
“I liked school because of football, one of
the best things in Sunshine School. I
disliked weak and vulnerable children for
example Larry. He could not do sports. At
first, I corrected and helped him. I gave up.
I started to feel loathe of it. Larry was a
shame to the boys. Each time, he came
closer either talking or playing, I would
walk away and some other boys too.”
Take for example this quote by Larry describing
his bullying experience.
“I was never asked to be in school. My
parents were the one to put me in school. I
told them countless times that I did not fit
in and pointless. They never listened. I
would rather to be safe at home. I did try
to make friends and play with other
children but they boycotted me. Some of
them even laughed at me cruelly especially
Carl and Adam. Sometimes, Owen would
sit by me and offer me some snacks.”
Owen elaborated that,
“I never liked school because some of my
classmates were nasty, rough and violent. I
preferred to be alone but some boys just
would not let me, especially Dan and Eric.
I complained to my teachers several times
but they did not take my words seriously
luckily my class teacher did. There was one
time, Dan and Eric teamed up to hit me. I
defended myself and after that they
“disappeared”. Sometimes, I helped Larry
because he was weak in studies, constantly
absent no one would play or help him
whenever he got bullied. Some boys just
stood there laughing or pretending none of
their business.”
Bullied victims tend to afraid to attend school
and consider school to be an unsafe, unhappy and
dangerous ground. Bullying is a problem that
occurs in social contexts which teachers, parents or
adults are generally unaware of it. The children are
either reluctant or unwilling to get involved;
perhaps do not know how to help (Charach, Pepler,
& Ziegler, 1995). The act of being bullied tends to
Imperial Journal of Interdisciplinary Research (IJIR)
increase pupils’ social isolation because their peers
do not want to lose status or taking the risk being
bullied by socializing with them. Being bullied
during childhood can lead to low self-esteem and
emotional depression that can carry into adulthood
(Olweus, 1993; Batsche & Knoff, 1994).
Bullying based on differences often began
within the context of “rite of passage”. This is a
very common experience and appeared in two
forms; bullying new boys and younger boys by
more senior boys. Being new meant that they were
subjected to scrutiny and suspicious. The bullying
of younger boys or new boys pointed out by
Poynting and Donaldson (2005) how new boys are
targeted and received abusive treatment included
servants for older and popular boys. Nick
elaborated by saying,
“When I first enrolled to Sunshine School
I was treated with suspicion. I felt
awkward. I was speaking English all the
time. I was different to them. I used to like
school but not Sunshine School. I cried
alone. Teachers just ignored me except my
class teacher. I had a great fear to be in
school because of Eric and Fred. My
mother advised me to pay attention in
school and learn to hold my anger because
bullies would walk away. She did not
understand the pain that I suffered inside. I
wanted those bullies to disappear.”
Fred expressed that,
“I disliked school. School was completely
a mess but I enjoyed the attention of
certain teachers. I enjoyed bullied Nick.
Nick always got the attention from most
teachers because he was a new boy and
weak in studies. My class teacher always
advised me not to bully other children but I
could not help myself. My home was
always a mess. My mother barely at home
and left us with my abuser and
unemployment father. It was fun to bully
the weak children when they cried. I felt
happy, powerful and superior.”
“How does domestic violence affect children
and young people’s behavior? How does this
behavior affect their social setting and adjustment
such as the school environment, and how
effectively does this environment support this child
or young person?” These are two major questions
that lead to bullying factor. Gary expressed that,
“School was never a place for me. I did
not know why my parents put me in school.
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Most of the teachers disliked me and I felt
misunderstood. I always seek for attention.
I liked to prey for new boys like Nick, weak
and looked retarded. I was excited when he
cried. But, sometimes I befriended with him
and Larry. It was amusing and hilarious.”
The most effective strategy to deal with the
bullies was by demonstrating toughness. Some
respondents also reflected that bullying others had
provided them the opportunity to shift any negative
focus onto others rather than themselves. At the
same time, some respondents reflected on how they
felt regretful over their involvement with the
bullying of other boys and wished that they had
considered on their behavior and refused to join in
at that time (Poynting and Donaldson, 2005). Eric
expressed that he has witnessed bullying in school.
Take for example, this quote describing his initial
experience:
“I hated school that was the main reason
why, no one would take interest in me
neither the teachers nor my parents. I was
bullied at school since I was 8 years old
and to a certain extent I became a bit of a
bully. I was not proud of it but I kept it
such way to survive. I hoped the focus
would be on those weak children. Everyone
in my classroom had a great fear seeing
me. I had no friends. Sometimes, I
befriended with Nick and Ian because they
were timid and gentle. Sometimes, I
punched Adam and Brad for belittled them.”
This is expressed hereunder by Harris.
“I liked and enjoyed school especially the
library instead seeing other children
playing nastily during recess. I disliked
noise and being disturbed. There was a lot
bullying that went on in school. I did not
want to stand at the corner and let others
to bully me. I stood up for myself. I had my
own territory to protect. Most of the time, I
hold my anger because I refused to get
involved with the others especially Brad
and Carl.”
Not many children have a wonderful childhood.
Many arrive to school feeling miserable,
unwelcome and insecure. This often leaves them
feeling unwanted and has zero trust in the world
around them, for example Eric and Harris. The
writer feels that bullies who take the law into their
hands and enjoying torturing or violence are lowest
of the kind. There is no reason why one should
tolerate this kind of abuse. The bullies have a
tendency to throw their weight around but when
Imperial Journal of Interdisciplinary Research (IJIR)
they encounter someone who would not put up
with their nonsense, they will disappear like Dan
and Brad.
The 7 interviewed participants (bullied victims)
have been through a great ordeal in school. Their
unfavorable childhood experience certainly have
had left a deep mark in their personality
development in later years especially Ian, Jack,
Kim, Larry, Mike, Nick and Owen. The best way
for bullying to stop is to wait for the bullies to
mature like what expected from Nick and Owen.
However, it takes time and there is no guarantee
that bullies will ever see the harm that they have
caused. Even if they aware of it, they simply may
not care. Be brave, ignore, be firm and clearly tell
the bullies to stop then walk away like Owen. The
next best course of action is stand up for oneself.
The 8 interviewed bullies they recalled, they
bullied because they wanted to be favored by their
peers and feared by other pupils without thinking
about the consequences they might have caused to
others example Adam, Brad, Carl, Dan, Eric, Fred,
Gary and Harris. Children can be cruel to each
other. Children are often targeted by their bullies
for various reasons. These children are likely needs
help in learning such as managing anger,
depression, frustration, or other negative emotions.
Professional counseling often can help them
learning to deal with their feelings, curb their
bullying, and improve their social skills. Bullying
issues may be difficult to control if pupils and
parents are not willing to co-operate with the
school but it can be achieved with a little awareness
about bullying from all parties. For every one case
which is reported thousands of other bullying cases
go unreported. Bullying issues ought to be
controlled before it grow to alarming rate. All
schoolchildren are entitled for conducive, happy
and healthy learning environment.
Conclusion and Suggestion
There is a growing awareness in Malaysia and
other parts of the world about the level and impact
of bullying in school. Let us join hands together
and say, “Stand Up and Against Bullying!” Most
schools in Asia are always trying to cover up
bullying issues due to its Asian value and school
policies. When bullying occurs in school, it reflects
how poor school leadership is towards the
headmaster. This give teachers or headmasters a
good reason not to report bullying cases and let it
goes on without prevention. Through this research
the writer do hope more schools will implement a
variety of “Bullying Prevention Awareness”
programs and recognized it as part of human rights
movement to keep the children safe. Then, organize
a movement inviting international pupils, educators
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or bullied victims to talk about their experience and
perspectives on bullying and how to stop it. We
need such voices to make it work because bullying
is a global issue. We would like to hear how people
around the world confronting bullying issues in
their daily lives. Bullying has caused enough
anxiety, pain and suffering and it is time for
everyone to witness a culture change through open
communication, kindness and stop bullying before
it is too late. Frankly, bullying is definitely not a
normal rite of passage of growing up. Most people
tend to “cover” the real issue of bullying. The
blame is always on the victims. Bullying is a strong
risk factor that contributes to the later development
of mental health issues.
Teachers’ core business just not teaching,
teachers ought to be a “crime fighter” too. Play
your role as an educationist; do not ever think that
the schoolchildren are talebearers or troublemakers
when the bullied children coming to seek for your
help. Teachers should not be ignorant about the
school surrounding. Think closely, “What if the
bullied child is your own? Or “Your child is
bullying the others?” Would you be sitting there
watching and do nothing about it?” Teachers’
perceptions and concerns in identifying the causes
and signs of bullying are important for prevention
strategies to address the problem of bullying in
schools. School should be a safe for healthy
childhood development. Any threat and insecurity
among pupils as a result of bullying to some extent
will affect the process of teaching and learning in
schools.
All these bullies ought to understand one
important fact of life, some people just born better
than the others. Many children face discrimination
on the basis of their skin color, sexual orientation,
gender and facial features. Many young children do
not understand why people judge each other based
on their physical appearance. Parents ought to
educate themselves and enlighten their children
homophobia and sexism does exist in our society.
Many parents are overly isolated. They have no
idea the harm of bullying.
Your child’s gift is also their curse. The writer
suggestion to those parents with “bullied children”,
you ought to start this conversation as early as
possible. You are doing them a great favor. It is our
duty, as parents as teachers, to give all children the
space to build their emotional strength and provide
a strong foundation for their future. The world is
full of wicked people even among the well-
educated ones. Once your child leaves the house
and you are not with him/her and it is his /her life.
How he/she approaches the bullies even fight back
it is his/her decision. The writer always believe
Imperial Journal of Interdisciplinary Research (IJIR)
treat other the way you want to be treated-
Kindness. By teaching your child that it is wrong to
ridicule differences (e.g., race, religion, appearance,
special needs, gender, socio-cultural, socio-
economic status) and try to instill a sense of
empathy for those who are different.
While the government and authorities work in a
better plan to reduce bullying in school, on our end,
perhaps it is time that we learn to stand up for
ourselves, instead of waiting for others’ to help for
instance, tell an adult or talk about it. Do not let the
bullies to walk away. Adults need to come down to
their level of thinking to the children in order to
treat and deal with bullying issue successfully. At
the same time, adults need to explain and convince
them that bullying is wrong before they enter
kindergarten. The writer would like to suggest and
encourage educators as well as parents to focus on
childhood mental health as well as living wellness-
zero bullying school environments. Zero tolerance
of bullying ought to start from home. Bullying is
killing our children. We have to save our children
whether they are bullied or bullying others. They
are both in pain.
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