The Teasers and the Teased Pupils at School

Publisher Website
Google Scholar
Abstract
The purpose of this paper is threefold. Firstly, the number of the teasers and the teased at various grades is surveyed and whether the pupils’ social status is stable in their classroom. Secondly, and the most significant purpose, the paper describes what kind of pupils are teased and what the teasers are like. Thirdly, it discusses, according to the research results and the newest literature, how the school teasing could be influenced. The article is based on two Finnish longitudinal studies in which the development of social relationships, with the same children, was studied with interviews, questionnaires and observations during the lower level of the comprehensive school and the upper secondary academic school. According to the results, school teasing was extremely common. There were some teasers and teased pupils in almost every class. The children were very aware of who the teasers and the teased were, but the teachers were poor at recognizing these types of pupils. The social status of the pupils was not necessarily stable, but it could obviously be improved by confirming the pupils’ self‐concept and by developing their social skills. The teacher's behaviour and the relationships between the teacher and the pupils seem to be important in developing the pupils’ social skills and interaction relations.

This publication has 4 references indexed in Scilit: