The issue discussed in this paper is the problem of school bullying at primary schools in the Republic of Serbia as it is proven to grow as an increasing phenomenon. Specifically, attention is given to anti-bullying practices in primary schools in order to analyze if children are free from violence, abuse and neglect. The central research question of the research is why bullying is an issue in Serbia and what the responsiveness of public authorities tackling this issue is, therefore including the accountability of primary schools in Serbia, the responsibility of the educational system for tackling bullying, the measures implemented by teachers/educators.
To answer these questions, the paper presents the international and national legislative framework, a theoretical discussion of bullying as a socio-cultural phenomenon, together with a list of key events which stirred the general public and a survey. The study concludes that bullying is an issue in contemporary Serbia because of overall socio-economic conditions in Serbia, lack of expert associates within schools, inadequate prevention and intervention measures, and necessary amendments of the current legislation. Also, the research confirms the initial hypothesis by which current anti-bullying practices in primary schools in Serbia do not stand for effective response and adequate measures to prevent and reduce school bullying.
Table of Contents
Introduction
1. Theoretical framework
1.1. What is bullying?
1.1.1. Malign and non-malign bullying
1.2. Why children and adolescents become aggressive?
1.3. Why tackling bullying is so complex?
2. Anti-bullying practices in Serbia
2.1. International framework
2.2. National legislative framework
2.3. National institutional bodies and instruments
3. Anti-bullying practices in Serbia ‘de facto’
3.1. Bullying as socio-cultural phenomenon
3.2. Key events; the public call for action in Serbia
3.3. Teaching staff in Serbia vs. bullying; the survey
Conclusion
Research Objectives and Key Themes
This thesis examines the prevalence and nature of school bullying in primary schools in contemporary Serbia, evaluating the efficacy of current anti-bullying practices and the responsiveness of public authorities to the issue.
- Analysis of the international and national legislative frameworks concerning children's rights.
- Theoretical exploration of bullying as a socio-cultural phenomenon within the context of post-war society.
- Assessment of the accountability and roles of educational institutions and teaching staff in tackling violence.
- Investigation of public awareness and the necessity for stricter legislative measures, such as "Aleksa’s law."
Excerpt from the Book
1.1. What is bullying?
The first societal interest in bullying started back in the late 1960s in Sweden under the term “mobbing”. Heinemann, who was a school physician, introduced this concept in a Swedish debate in the context of racial discrimination in 1969. The word mobbing was used to describe an attack of a group of animals on animals of different species which are in most cases bigger and a natural enemy of the group. Furthermore, the term mobbing was mentioned in Lorenz’s book in 1968 to describe a group of students or soldiers attacking an individual differing from the group. So, in conclusion the word was used for certain groups which are attacking vulnerable individuals, or smaller groups which they perceive as enemies. Hereby, bullying could be mirrored through “mobbing”. School violence is a worldwide problem since each school is perceived as a social institution working under certain regulations to provide a better students development and if violence is present then this development is not enabled. Violence is defined in a Special Protocol for the protection of children and students from violence, abuse and neglect in education as a verbal or non-verbal conduct which is repeated and results in real or potential threats to development, dignity of children or health.
Summary of Chapters
Introduction: Provides a brief overview of bullying as a global problem and outlines the study's central research questions and methodological approach.
1. Theoretical framework: Introduces the core concepts of school violence, defines bullying and its types, and explains why tackling it remains a complex societal challenge.
2. Anti-bullying practices in Serbia: Examines international and national legal frameworks, as well as the institutional bodies tasked with protecting children's rights.
3. Anti-bullying practices in Serbia ‘de facto’: Analyzes bullying as a socio-cultural phenomenon, discusses significant public cases, and presents survey results regarding the preparedness of teaching staff.
Conclusion: Synthesizes the research findings and argues that current anti-bullying measures are insufficient, highlighting the need for systemic reforms like "Aleksa's law."
Keywords
bullying, Serbia, anti-bullying practices, school violence, human rights, child protection, legislative framework, education system, peer violence, Aleksa’s law, group dynamics, pedagogical standards, social-cultural phenomenon, institutional responsibility, survey
Frequently Asked Questions
What is the primary focus of this thesis?
The work focuses on the problem of school bullying in primary schools in the Republic of Serbia, specifically analyzing the adequacy of current anti-bullying practices.
What are the central thematic areas?
The thesis covers the theoretical definition of bullying, international and national legal obligations, the impact of post-war socio-economic conditions, and the practical implementation of school safety protocols.
What is the main research question?
The research asks why bullying is a persistent issue in Serbia and evaluates the responsiveness and accountability of the educational system in addressing this phenomenon.
Which methodology is employed?
The study uses a qualitative research design, incorporating legal content analysis, literature review, and an original online survey conducted among teaching staff.
What is covered in the main body of the work?
The body analyzes the legal frameworks (e.g., the Law on the Foundations of the Education System), discusses bullying as a social phenomenon, and presents empirical data from a survey on teacher preparedness.
Which keywords define this work?
Key terms include bullying, Serbia, anti-bullying practices, school violence, child protection, and legislative reform.
What is "Aleksa's law" mentioned in the text?
Aleksa's law is a proposed legislative amendment named after a young victim of bullying, which seeks to introduce tougher sanctions for bullies, accountability for parents, and suspension measures for violent students.
How do socio-cultural factors influence bullying in Serbia?
The text argues that the post-war climate, characterized by a transformation of social values and the normalization of violence as a means of coercion, significantly impacts school environments.
- Arbeit zitieren
- Anonym (Autor:in), 2016, Are schools safe? Anti-bullying practices in primary schools in contemporary Serbia, München, GRIN Verlag, https://www.grin.com/document/353794
