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Description
Scholar bullying has gradually increased in the last years and became a phenomenon which generates a huge uneasiness in schools, affecting students, teachers, operational assistants, students’ families, and also the whole educative community. The school presents itself as a place where aggressive and violent behaviours occur, destroying the social and familiar values so well kept and cultivated by many years.
Students with Special Educational Needs (NEE) are the most potential targets for bullying because of their limitations, physical and psychological, this way they become a fragile, easy and preferable to exploit by colleagues, so that teachers need to be aware of that reality.
In order to face these hardships felt by a high number of schools in Portugal, the “Ministério da Educação” created in 1996 a program called “Territórios Educativos de Intervenção Prioritária (TEIP)”.
In this line of thought, it is our purpose to study the strategies used by teachers, which belong to a group of TEIP schools in Braga, in relation to scholar bullying and the SEN children. 78 teachers constitute the sample used: titular teachers from a 1st cycle class, class headmasters from 2nd, and 3rd cycles, and secondary schools, and also by NEE teachers.
With this case study we were able to verify that the enquired teachers believe that considering a group of students with NEE, the most involved with scholar bullying are the ones who present Hyperactivity Disorder and Attention Deficits, and the place where bullying occurs most frequently is the school playground. It was also possible to verify that more than half of the sample, perform activities and strategies in order to prevent scholar bullying in their classes or schools, always favouring feelings and emotions management, establishing rules and interacting with the students’ family and scholar community.
Category
Scientific publication
Country of origin
Portugal
Milestone
IO1