Promoting safe and inclusive primary schools in Dhaka, Bangladesh: prevalence, factors, and strategies addressing bullying victimization

Abstract

Introduction: Bullying at schools is a common phenomenon around the world, including in Bangladesh, and it affects the academic performance, peer relationships, and mental well-being of both victims and bullies. This study aimed to assess the current prevalence of bullying in government primary schools of Bangladesh and identify the factors associated with it among students. Methods: A cross-sectional study was conducted among 154 primary school students by face-to-face interview method using convenience sampling. Two FGDs were also conducted among ten primary school teachers. Result: The study found that 97.4% of the students were direct bullying victims, 79.87% of the students were indirect bullying victims, and 57.14% of the students were evaluative bullying victims. Almost 46.1% of the students have faced all three types of bullying. The teachers had suggested an integrated approach of teachers, parents, and students to decrease the bullying in the primary school. Conclusion: To prevent bullying at school, creating a supportive school environment that encourages cooperation among students, teachers, parents, and the community is crucial. Aspects like parental education, socio-economic status, and parent-child relationships should also be considered while addressing this problem.