Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study

Mohaned G Abed; Lowai G Abed; Todd K Shackelford

doi:10.3390/children10121859

Teachers' Perceptions of Bullying in Saudi Arabian Primary Public Schools: A Small-Sample, Qualitative Case Study

Children (Basel). 2023 Nov 27;10(12):1859. doi: 10.3390/children10121859.

Authors

Mohaned G Abed¹, Lowai G Abed², Todd K Shackelford³

Affiliations

¹ Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah 21589, Saudi Arabia.
² Department of Communication and Media Technology, College of Social Sciences and Media, University of Jeddah, Jeddah 21493, Saudi Arabia.
³ Department of Psychology, Oakland University, 654 Pioneer Drive, Rochester, MI 48306, USA.

Abstract

Bullying among primary school students is a serious problem that often has multiple negative effects including poor academic performance and mental health problems. The current study used qualitative methodology to determine the role of communication in creating awareness and preventing bullying in a school setting through stakeholder intervention and bullying-prevention programs. If teachers are aware of bullying, then they are likely to take adequate measures to reduce or prevent future bullying. The researchers conducted semi-structured interviews with 15 teachers working in public primary schools in Jeddah, Saudi Arabia. The results provide an initial step in the Saudi Arabian context toward identifying the forms and types of school bullying, helping administrators, teachers, parents, and students reduce bullying and develop long-term plans for addressing bullying. Consideration of teachers' perceptions may enable the development and implementation of new programs for addressing bullying in primary school students. The discussion highlights future research directions and the limitations of the current research.

Keywords: Saudi Arabia; bullying; communication; parents; school; semi-structured interviews; students; teacher.

Grants and funding

The authors extend their appreciation to the King Salman Center for Disability Research for funding this work through Research Group no KSRG-2023-174.