Understanding Bullying in Schools: Social Workers’ Views on Professional Responses and Practice Realities

Abstract

Bullying in South African schools has surged, affecting educators, learners, and communities. This study aimed to understand bullying in schools and social workers’ views on professional responses and practice realities in educational settings. Employing a qualitative approach, an exploratory research design was used, with face-to-face semi-structured interviews conducted with 21 purposively selected social workers from Limpopo Province. This study employed thematic content analysis to interpret data, guided by the ecological theory to understand the environmental influences on bullying. The study identified six key themes: the nature and dynamics of bullying; its psychosocial and social impacts; barriers and effective interventions; resilience and protective factors; evidence-based intervention strategies; and professional competencies and training needs. The findings highlight the complexities and difficulties of bullying and the need for multi-level, trauma-informed, and restorative approaches in social work practice. Understanding bullying provides practical guidelines for social workers to address it through education, advocacy, and psychosocial support. They promote inclusive, culturally sensitive, and collaborative practices that involve stakeholders, such as families, educators, and communities. These views aim to enhance social workers' capacity to uphold learners’ rights to dignity and protection, and to create a safer school environment.