Background of the Problem
The problem selected for the speech is how individuals can use to eradicate bullying in educational sectors. Bullying is defined as the inappropriate force application and aggressive abuse among school-aged students in an education fraternity, which involves a perceived power imbalance. According to research, both the children who are bullied and those who take part in ridiculing others may experience lasting severe problems (Goodwin et al., 329).
Bullying may involve inequity of power, such as physical strength, or even status like hierarchical leadership. In a school situation, bullying among students may include intimidation, scattering unverified rumors, learners confronting each other in crowds, or even alienation among themselves. In schools, boys are the most bullies compared to girls since they consider themselves superior; the problem has turned out to be an extensive issue, making it a research topic among most education scholars (DomĂnguez & Rebecca 543). Regarding my area, students tend to bully one another in which they struggle to control their targets by using physical actions. This speech will entail a presentation of the critical causes and possible solutions to bullying.
Causes of bullying
Firstly, the critical cause of bullying in schools is discrimination which can be enticed to gender, race, and social class. In most global education sectors, racism can be among the leading implications of bullying in the 21st century. Racial discrimination is when a single learner discriminates against the other because of skin color (Dorothy 34). Besides, gender can also increase bullying in schools since the male gender is considered superior to female individuals. Finally, a learner can bully the other because of jealousy, which is common in most high schools across the United States of America.
Similarly, socio-political aspects in school inclusion of leadership and status quo may increase physical bullying among students. From the causes discussed, bullying can now be classified into six categories: physical, sexual, relational aggression, prejudicial, verbal, and cyberbullying (Cortés et al., 180). Since the problem addressed is crucial to the current generation, there is a need to discuss the essential solutions individuals can use to stop bullying across the globe.
Solutions to bullying
The solutions linked to bullying are not minimally applied to learners in the educational sectors but can also relate to teachers. Firstly, the school administration can install punishment-oriented bullying policies to discipline students who bully others across schools (Hall 45). Additionally, teachers can educate students on some of the dangers of bullying and some of its benefits. Similarly, the ministry of education should adopt bullying as a mandatory life skill lesson in schools for students to use. By adopting bullying as a problem in schools, the students will get quality time to learn about its consequences.
Additionally, the advancement of emotional and social learning in education effectively reduces bullying (VanZoeren, Sarah, & Arlene 259). As mentioned, students will have an opportunity to learn self-management skills, responsible decision-making, and social awareness, which will help them do the right thing at the right time.
Conclusively, bullying in education is inappropriate behavior that individuals should seize across educational institutions globally. It is a problem linked to mental growth, implying that it may determine the degree of their life decisions. Bullying causes include jealousy, sexual orientation, discrimination, culture, and prejudicial attitudes from the speech. Educational approaches and policies are significant ways teachers can reduce bullying among students in educational institutions. To research, physical bullying is the most common type of bullying in schools and hence requires attention (Calvo et al. 54). Teachers mainly interact with learners in their day-to-day activities; therefore, they are considered the best people who can prevent bullying in schools.
Works Cited
Calvo-Morata, Antonio, et al. “Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review.” Computers & Education 157 (2020): 103958. Web.
CortĂ©s-Pascual, Alejandra, et al. “Positive relationships for the prevention of bullying and cyberbullying: A study in AragĂłn (Spain).” International Journal of Adolescence and Youth 25.1 (2020): 182-199. Web.
DomĂnguez-MartĂnez, Tecelli, and Rebeca Robles. “Preventing transphobic bullying and promoting inclusive educational environments: literature review and implementing recommendations.” Archives of medical research 50.8 (2019): 543-555. Web.
Dorothy, Anastasia. “Bullying among students, you can’t be silent!.” American Journal Research, 2020. Web.
Goodwin, John, et al. “Bullying in schools: An evaluation of the use of drama in bullying prevention.” Journal of Creativity in Mental Health 14.3 (2019): 329-342. Web.
Hall, William. “The effectiveness of policy interventions for school bullying: A systematic review.” Journal of the Society for Social Work and Research 8.1 (2017): 45-69. Web.
VanZoeren, Sarah, and Arlene N. Weisz. “Teachers’ perceived likelihood of intervening in bullying situations: Individual characteristics and institutional environments.” Journal of school violence 17.2 (2018): 258-269. Web.