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The social-ecological systems perspective suggests that bullying is best understood when the context is extended beyond the school environment to include families. However, there is currently a lack of qualitative research focusing on the experiences of parents whose children have been bullied. This study examined the experiences of 26 parents whose children had been bullied at primary school in New Zealand. The participants responded to an anonymous, online, qualitative questionnaire and the responses were analysed using directed content analysis. Participants described the significant impact of bullying on themselves, their children, and their families; and their experiences of how schools respond to bullying. School policies acknowledging a shared responsibility for dealing with bullying are recommended, along with greater awareness, support, and education around the effects of bullying on children and their families.
Keywords: bullying, parents, schools, qualitative,
Bullying has been described as a dangerous, pervasive social problem (Rigby, 2008). Children and young people involved in bullying tend to demonstrate greater evidence of psychosocial issues than those who have not been involved, including conduct problems, emotional disturbances, and difficulties in peer relationships (Nansel et al., 2001; Smith, Talamelli, Cowie, Naylor & Chauhan, 2004). Victims of bullying may experience increased depression, stress and hopelessness, decreased self-esteem, and may be more likely to self-harm or attempt to commit suicide (Coggan, Bennett, Hooper & Dickinson, 2003). Bullying perpetration or victimisation in adolescence can predict an increased likelihood of mental health and social adjustment problems in adulthood (e.g., anxiety, personality disorders, substance dependence, aggressive offending) (Gibb, Horwood & Fergusson, 2011).
To be classified as bullying the behaviour must be repeated, have the intention of causing harm, and involve a physical or social power imbalance (Olweus, 1993). This behaviour can take various forms including physical or verbal aggression, relational aggression (e.g., spreading gossip, socially excluding others), or cyber-bullying, which is bullying through the use of electronic communication devices (Craig, Pepler & Blais, 2007; Wang, Iannotti & Nansel, 2009).
Approximately 10-12% of children worldwide report having experienced bullying (Craig et al., 2009; Cross et al., 2011; Liang, Flisher & Lombard, 2007; Nansel et al., 2001; Ortega et al., 2012) and there is some evidence to suggest that the prevalence of bullying in New Zealand may be higher than in other countries....
