A study to identify third grade students' perceptions of student-to-student bullying experiences

Abstract

The purpose of this study was to identify third grade students’ perceptions of school related, student-to student bullying experiences. Students in a Western Wisconsin school district were surveyed in the spring of 2002. According to Olweus (1992), cited in Twemlow & Sacco (1996), about one in seven elementary school students will be involved in the bully/victim dyad. Research indicates that about 15% to 20% of children universally will be victimized by bullying activity during their school years (Clark & Kiselica, 1997). Hazler, Hoover, and Oliver, (cited in Garrity & Jens, 1997), suggest that 20% of children are frightened throughout much of their school day. Olweus (1993) found that younger elementary school students were more likely to be the victims of bullying than older students. While general reports of bullying decreased as elementary school students got older, due to the decrease in physical bullying; however, reports of verbal bulling remained constant (Olweus, 1993).Seven research questions were answered by this study. This study consisted of general questions and statements about the prevalence of bullying, including incidents of witnessing, participating in, and being the victim of bullying. Also included were questions and statements that were developed to help understand students’ perceptions of peer friendliness, victims ability to concentrate on schoolwork during the time of being bullied, and how helpful students perceived the adults within the school to be in the area of bullying. Statistical analysis included the use of Chi Square to calculate frequency counts and percentages between groups. A one way Analysis of Variance ANOVA for specific items as well.