Harassment at school: towards systemic support

What are the emotional symptoms of bullying?

Bullying is a serious problem that can have profound emotional, physical, behavioral and social consequences. Emotional symptoms can include feelings of anxiety, stress, shame, guilt, isolation, and even suicidal thoughts.

On a physical level, people who are harassed may suffer from headaches, sleep disturbances, heart palpitations, among other things. Behavioral consequences include avoidance of situations associated with bullying, decreased academic performance, social isolation, and sometimes even self-harm. In addition, on a social level, harassment can lead to relational difficulties, a lack of trust in others and a feeling of being stigmatized.

It is important to note that these symptoms can also be linked to other causes or problems. However, if someone is exhibiting many of these symptoms and you suspect they are being bullied, it is essential to approach the person with empathy and support, and consider professional intervention if necessary.

What is the systemic reading of school bullying?

The systemic reading of school bullying approaches the phenomenon as a product of interactions between different elements of a system, rather than as the responsibility of a particular individual or group. From this perspective, bullying is not just the act of the perpetrator or the victim, but the result of dynamics within the school, family, and community.

Here is a description of this systemic reading:

The individual

The victim, with his or her character traits, personal history and capacity for resilience, may be more or less vulnerable to harassment. Furthermore, perpetrators of harassment often have their own emotional, family or social challenges that influence their aggressive behavior.

The pair or group

Interactions within groups can either encourage or perpetuate harassment. It is not uncommon for a group to harass an individual in an attempt to strengthen group cohesion or establish a hierarchy among its members. Additionally, how bystanders respond, whether active or passive, has a significant impact on whether harassment persists or stops.

The educational institution

The prevailing culture in a school, including the attitudes and behaviors of staff, plays a determining role. How effectively a school implements its anti-bullying policies, as well as the training and awareness of staff and students on the subject, are crucial factors.

Family

Dynamics within a family, whether domestic violence, parental support, or communication problems, can greatly influence a child's propensity to become a bully or victim.

The community

Community values ​​and culture impact perceptions of harassment. For example, a community that tolerates harassment will have a negative impact on its prevention. Additionally, the availability or lack thereof of community resources to address harassment is another key consideration.

Society at large

Media, including social media and popular culture, have the power to normalize certain forms of aggression or discrimination. These standardizations can then be reflected in schools. Additionally, societal norms related to concepts such as masculinity, femininity, race, and sexuality can also influence how harassment manifests itself.

From a systemic perspective, intervention against school bullying requires a holistic approach that addresses all dimensions of the system, and not a simple punishment of the aggressor. This means working with individuals, groups, school, family, community, and even society as a whole to create an environment in which bullying is less likely to occur.

Systemic management of bullying at school recognizes that bullying is the product of multiple interactions within a complex system. Rather than focusing solely on the perpetrator and victim, this approach aims to understand and intervene in the entire system that surrounds and contributes to the dynamics of harassment. Here is a description of what such support could be:

Global evaluation :

As part of an overall assessment, it is crucial to assess the nature and extent of bullying in the school environment while identifying systemic factors, such as school culture, group dynamics, or even family influences, which can contribute to bullying.

Interventions at the individual level:

Interventions at the individual level include psychological support for victims, strengthening their social and emotional skills, as well as proposing strategies to cope with harassment. For perpetrators of harassment, remediation or repair programs are put in place, combined with efforts to develop their empathy, responsibility, and social skills.

Working with groups:

Working with groups aims to raise students' awareness of the impact of bullying. It also promotes positive and inclusive group dynamics while forming support groups for victims.

School-level interventions:

At the school level, it is essential to train staff to recognize, intervene and prevent bullying. Clear anti-harassment policies must be established and enforced. Emphasis is also placed on promoting a school culture centered on respect, inclusion, and diversity, with the establishment of harassment monitoring and reporting mechanisms.

Inclusion of families:

The inclusion of families in this process is also essential. This may take the form of workshops and information sessions for parents. The goal is to inform them about bullying, its prevention, and how they can support their child, while engaging them to co-create solutions for a safer school.

Collaboration with the community:

Collaboration with the community is also essential. It involves establishing partnerships with local organizations for prevention and intervention, and raising community awareness of harassment issues.

Monitoring and evaluation :

Finally, rigorous monitoring and evaluation must be carried out to measure the effectiveness of interventions and adapt strategies if necessary.

Systemic management of school bullying addresses this scourge as a multifactorial problem. By mobilizing all the players in the system - victims, perpetrators, peers, educators, families, and the community - we aim to establish a school environment where safety and kindness reign.

Is there training in the systemic approach for teachers to support cases of bullying at school?

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.  

Who is the DU University Paris 8 /Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors,

nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

I want to consult

Make an appointment