Evolutionary Perspectives on Child Development and Education by David C. Geary & Daniel B. Berch

Author:David C. Geary & Daniel B. Berch
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

School Bullying

There are several changes both structural and developmental that facilitate the peak and adaptation of bullying in the school context. Regarding school structure, middle adolescence is often marked by the transition from middle school to high school (Juvonen & Graham, 2014). High school is usually different from middle school in that there are traditionally multiple teachers instructing different subjects, which often coincides with more independence and less adult supervision in areas of school outside of the classroom (Kasen, Berenson, Cohen, & Johnson, 2004). Reduced supervision allows for ample opportunities for bullying in out-of-classroom areas where there are fewer risks or costs (i.e., getting caught) associated with bullying in these areas. Increased independence also facilitates some developmental social changes. More specifically, there is exposure to new peers, and as a result, as will be discussed later under the context of peers, this requires the formation of new social networks (Totura et al., 2009). Thus, the restructuring of peer networks is a crucial time of both transition and uncertainty . This may maximize opportunities for adolescents to compete with one another for social power and status (Juvonen & Graham, 2014; Pellegrini & Long, 2002). Using bullying as a social strategy under these circumstances may lead to more benefits, particularly with respect to emerging reproductive resources associated with the onset of puberty (Volk et al. 2014). The benefits of using bullying may be reflected in the high prevalence rates, particularly during middle adolescence.

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