Sociometric Status of Participants Involved in School Bullying

 

Sociometric Status of Participants Involved in School Bullying

I in my first year, during a subject called Desenvolupament i Cultura taught by Fes, we engaged a practice using a sociometric method known as a sociogram. This method allowed us to identify the connections within the group and categorize individuals by typology. Combined with the CESC questionnaire, as introduced in Topic 2’ presentation, we evaluated the social status of the students (popular, rejected, ignored and controversial), identified victims and bullies, identified prosocial students (helpers and supporters) and analysed types of violence (physical, verbal and relational). 

In relation with this, I found a study investigating the sociometric status of students involved in school bullying. This study used The Subjective Scale of Social Status in Classroom which was used to assess the status according to peer’s perception, by sociometric method (Levandoski & Cardoso, 2013). The instrument is composed of three questions referring to the perception of a positive status and three related to negative status, for example, “if you had to set up a team in physical education class, who would be the first to be chosen?”, and also asking for who would be the last to be chosen. Additionaly, the Olweus Questionaire (1996) used to obtain information regarding the school bullying, where two questions were used to define the profiles of participation in bullying. The first question aimed to identify how many times in the last three months of class the participant had been bullied, and the second question asked how many times the participant had been the aggressor. 

The study revealed notable differences in sociometric status based on sex. Boys were generally chosen more often for physical education activities and were noted as both the strongest and weakest participants. However, girls were more preferred for paired classroom activities. Boys scored higher in positive sociometric status, but they were also more frequently associated with lower status in their peers’ perception compared to girls.

Aggressors were frequently selected by peers for physical education activities, compared to victims and non-participants, while aggressor-victims were least preferred. Also, while aggressors held higher positive sociometric status in physical activities, they were often the last chosen for classroom tasks. 

The results highlight that boys generally hold higher sociometric status than girls, reflecting their competitiveness for social dominance and girls often reinforce this dynamic by valuing boys who display strength and sports skills, which can amplify aggressive behaviours. Adolescents exhibited more polarized sociometric statuses than younger children, as peer relationships and social standing become more critical during this stage.

Aggressors consistently ranked higher in sociometric status compared to victims and non-participants, with their popularity often preceding and reinforcing their bullying behaviour (Silva et al., 2016). Their elevated status enables them to maintain dominance and influence, while victims and aggressor-victims face social exclusion and lower status, particularly in physical and classroom activities. This dynamic suggests that bullying can be driven by the desire to enhance or preserve social standing, making aggressors less likely to alter their behaviour.

Finally, the findings reveal a critical challenge: aggressors’ high social standing normalizes bullying, while victims’ marginalization perpetuates their vulnerability. This dynamic requires targeted interventions that decrease the social rewards of aggression and promote inclusive peer environments. 

I strongly agree that aggressors’ behaviours are often rewarded with popularity and influence, creating a cycle where bullying becomes a normalized tool for maintaining or improving social status. Contrarily, victims face rejection and isolation, establishing their vulnerability. 

This reflects a deeper issue within hierarchic groups based dynamic, where social power is often built on exclusion and dominance. To address this, it is essential to reconsider how social rewards are distributed among peers and promoting environments where inclusivity is valued over competition.

Could you think about any strategies that can change the dynamic where aggressors achieve high social standing while victims are marginalized?

Zequinão, M. A., De Medeiros, P., Da Silva, J. L., Pereira, B. O., & Cardoso, F. L. (2020). Sociometric Status of Participants Involved in School Bullying. Paidéia (Ribeirão Preto), 30. https://doi.org/10.1590/1982-4327e3011