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Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications

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  • Pedro Miguel González Moreno

    (Departamento de Ciencias de la Educación, Universidad de Alcalá, 19001 Guadalajara, Spain)

  • Héctor del Castillo

    (Departamento de Ciencias de la Educación, Universidad de Alcalá, 19001 Guadalajara, Spain)

  • Daniel Abril-López

    (Departamento de Geología, Geografía y Medio Ambiente, Universidad de Alcalá, 19001 Guadalajara, Spain)

Abstract

Bullying research among preschoolers and the early grades of primary school is still scarce. With the aid of a set of cartoons representing prototypical bullying scenes, we interview 120 schoolchildren (50% girls) from kindergarten to third grade (age range: 5.44–9.58) from three mainstream public schools located in the eastern Community of Madrid, in order to analyse their perceptions regarding this phenomenon. Results show that 94.2% ( n = 113) of schoolchildren are able to recognize when a partner is victimized. Nevertheless, significant differences were found by grade ( p = 0.017), with kindergarteners giving more responses classified as one-off aggressions. Most students ( n = 102) empathize with the victims´ emotions and condemn the bullies’ behavior, regardless of their gender ( p = 0.637) or grade ( p = 0.578). A total of 53.9% ( n = 64) of students think these bullying situations are partly caused by previous conflicts; girls are inclined to think this more often than boys ( p = 0.003). Furthermore, 53.8% ( n = 64) of the students would request help from their schoolteachers if they were bullied, with no statistically significant differences by gender ( p = 0.254) or by grade ( p = 0.133). These results serve as a rationale to develop bullying prevention programs from a very early school age to provide information regarding its causation and coping strategies, among others.

Suggested Citation

  • Pedro Miguel González Moreno & Héctor del Castillo & Daniel Abril-López, 2021. "Perceptions of Bullying amongst Spanish Preschool and Primary Schoolchildren with the Use of Comic Strips: Practical and Theoretical Implications," Social Sciences, MDPI, vol. 10(6), pages 1-15, June.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:6:p:223-:d:572909
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    References listed on IDEAS

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    1. Yang, Jiping & Wang, Xingchao & Lei, Li, 2020. "Perceived school climate and adolescents’ bullying perpetration: A moderated mediation model of moral disengagement and peers’ defending," Children and Youth Services Review, Elsevier, vol. 109(C).
    2. Lv, Bo & Lv, Lijie & Bai, Chuanliang & Luo, Liang, 2020. "Body mass index and academic achievement in Chinese elementary students: The mediating role of peer acceptance," Children and Youth Services Review, Elsevier, vol. 108(C).
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    Cited by:

    1. Raúl Navarro & Elisa Larrañaga & Santiago Yubero & Beatriz Víllora, 2022. "Families, Parenting and Aggressive Preschoolers: A Scoping Review of Studies Examining Family Variables Related to Preschool Aggression," IJERPH, MDPI, vol. 19(23), pages 1-34, November.
    2. Consuelo Mameli & Laura Menabò & Antonella Brighi & Damiano Menin & Catherine Culbert & Jayne Hamilton & Herbert Scheithauer & Peter K. Smith & Trijntje Völlink & Roy A. Willems & Noel Purdy & Annalis, 2022. "Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying," IJERPH, MDPI, vol. 19(14), pages 1-21, July.

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