Skip to main content

Cultural diferences in bullying?

I have been wondering if bullying has something to do with culture and if there are differences between countries in this topic. As usual, we have been studying this subject with the perspective of our culture, that is usually referred as western civilisation. I don’t like calling me “western”, because I believe there are a lot of differences between countries in Europe, and of course North America, and there are also cultural differences inside my country. That is one of the reasons I like meeting people from different countries and doing subjects like this with some abroad students. Everyone has different and interesting perspectives and experiences, and it makes a richer learning process in class. On the other hand, despite our differences we have also a lot in common, and it becomes clear when if we compare our cultures with some Asian ones. This is why here we usually have common knowledge, rules and methods, and in this countries' science usually only studies the concepts and phenomena from this part of the world and from this “western” perspective.

I wanted to see if there are studies analysing other cultures, and I found an interesting one called “Victimization by traditional bullying and cyberbullying and the combination of these among adolescents in 13 European and Asian countries”. It analyses a huge number (28,427) of teenagers (13–15 years old) from 13 different countries from Europe and Asia, that are China, Finland, Greece, India, Indonesia, Iran, Israel, Japan, Lithuania, Norway, Russia, Singapore and Vietnam. Students from all these countries answered the same questionnaire to find information about bullying and cyberbullying. Despite being some differences between countries, there is bullying and cyberbullying in all the studied countries in a similar proportion. The main conclusion of the study is that it occurs everywhere, and it is a big problem for the children and teenagers all around the world, so we should focus on making interventions to reduce bullying behaviour instead of focusing in finding out where or in which format it is occurring. So after all, I think we are not that different.


Chudal, R., Tiiri, E., Brunstein Klomek, A., Ong, S. H., Fossum, S., Kaneko, H., ... & Sourander, A. (2021). Victimization by traditional bullying and cyberbullying and the combination of these among adolescents in 13 European and Asian countries. European child & adolescent psychiatry, 1-14.

Comments

  1. I was surprised by your post because I had never really thought about analysing bullying from different cultural contexts. Sometimes I make the mistake of assuming that the way we see things here is the same everywhere else, but clearly that’s not the case. Your reflection made me realise how important it is to step outside our own point of view and consider how culture shapes the way people understand and respond to issues like bullying.

    This is something I’ve started to notice myself. Although I was born and raised in Spain, my family is originally from Morocco, and growing up between these two cultures has shaped the way I see certain social issues. For example, I’ve realised, both from what I’ve seen during visits and from what my relatives in Morocco have told me, that bullying is sometimes not recognised as a serious problem, often being dismissed as part of childhood or even seen as something that will help you toughen up. This attitude can make it more difficult for victims to speak up or get support. There’s also less focus in schools on emotional well-being, and therefore many cases go unnoticed. Still, things are slowly changing, especially among younger people who are more open to talking about mental health and respectful behaviour.

    What I find most important, beyond the cultural comparisons, is asking ourselves what we can do as individuals. Are we creating safe spaces for others? Do we speak up when we see something unfair? I believe bullying is not just about individual cruelty, but also about social dynamics like power, exclusion, silence. So dealing with it means reflecting on our own role in these dynamics.

    In the end, I agree that despite cultural differences, bullying is a universal issue but how we respond to it should be adapted to each context. Sharing our different perspectives in a blog like this is already a valuable step forward.

    ReplyDelete

Post a Comment

Popular posts from this blog

Brian Giner and PDA Bullying platform

  Following my last post, where I talked about the documentary Acoso Escolar from ARTE.tv, I caught my attention the figure of Brian Giner, so I decided to look into his book Golpeado pero no derrotado It’s a work for all ages in which he shares his personal experience during his school years. The author emphasizes that the book isn’t just meant for students, but also for parents and professors. Through his story, he hopes to raise awareness about the importance of taking action in cases of bullying. Apart from publishing his book, he also gives talks on bullying prevention to students in the first to third years of ESO in catalan high schools. Based on his own experience, Brian aims to shed light on cases like his so that victims don’t feel alone and can see an example of resilience. While researching his book, I came across a very interesting platform called PDA Bullying . It’s a collaborative initiative involving various institutions aimed at promoting best practices for the...

Salutogenic approach and a personal opinion

  As I briefly mentioned in my previous post, on the website called PDA Bullying , among various resources, there is a section dedicated to explain the Salutogenic approach . After doing some research, it becomes clear that this approach gets its name because its main goal is to promote health and well-being . The platform aims to address bullying from this perspective, adopting a strength-based approach that focuses on individuals' potential and the creation of a cooperative community working toward a shared goal . It slightly reminds me of the No Blame Approach we studied in class, as it also refers to a method based on compassion and a solution-focused outlook , rather than assigning blame. Their aim is not simply to act against bullying, but rather to overcome it , moving beyond a simplistic understanding of bullying as just a dynamic between two individuals. Instead, they view it as a broader social process . For this reason, the protocol designed and implemented by...

Guidelines for Bullying in German Schools

In Germany, the Ministry of Education published guidelines for schools on how to deal with bullying in schools. The following characteristics identify bullying: Intent to Harm, Repetition, Power Imbalance, and Helplessness. If bullying is detected, they provide teachers with 5 steps to follow. First, they should act immediately. This includes halting any aggressive behavior and ensuring the victim is safe. Also, they are obliged to assess if the already mentioned bullying criteria are met. Then, Teachers and school staff need to discuss the situation with colleagues to decide on the best course of action. This might involve engaging the victim and the bully in separate conversations and determining the next steps. Lastly, the victim should be provided with support to offer a safe school environment again In addition to the teacher guidelines, there are also ones for School Leadership Teams. First, they have to ensure that anti-bullying policies are being followed. This includes suppor...