School harassment, profound consequences

The emotional consequences of school bullying

First, on an emotional level, harassment can leave the victim with a persistent feeling of insecurity. Schools are supposed to be safe places where students learn and grow. However, when a child is bullied, this safety is compromised. He may then develop a constant fear of being attacked or ridiculed, which may lead him to avoid school and social interactions. This chronic fear can lead to symptoms of anxiety, post-traumatic stress and even depression.

Academically, the consequences of harassment are also alarming. Anxiety and depression can affect a student's concentration, memory, and motivation to succeed. Additionally, absenteeism, which is common among victims of bullying, can lead to academic delays. The child may then develop low self-esteem linked to his academic abilities, which can compromise his future aspirations and his desire to pursue higher education.

The consequences for harassers

The victim is not the only one affected. Perpetrators of harassment can also suffer long-term consequences. By not being corrected or held accountable for their actions, they may develop persistent antisocial behaviors, which can in turn lead to legal problems or relationship difficulties as adults.

The consequences for witnesses to harassment

Finally, harassment can also have an impact on witnesses. Those who regularly witness acts of harassment without intervening can become numb to violence and injustice. They may also feel guilt for not helping, which can have its own emotional repercussions.

In conclusion, school bullying is much more than just a one-off act of cruelty. Its consequences extend far beyond the walls of the school and can have lasting effects on the victim, the perpetrator and even witnesses. It is therefore essential that we act quickly and decisively to prevent and address school bullying, in order to protect the wellbeing and futures of all our young people.

The consequences of harassment in a systemic reading

Systems reading is an approach that views problems through the prism of interactions and dynamics between individuals and their environment. When we look at school bullying through this lens, it becomes clear that its consequences extend far beyond the victim and perpetrator, affecting the entire system in which they operate.

The aggressor and the victim: a binary and reductive vision

School bullying, at first glance, appears to be a dynamic between two individuals: the aggressor and the victim. However, this vision is reductive. In a systemic framework, bullying is the product of a series of complex interactions within a broader school community, including peers, teachers, parents, and even society at large.

Let us first consider the victim. In addition to the immediate trauma, it can internalize the negative messages received and develop low self-esteem. This deterioration in self-image can affect her future interactions, the way she relates to her environment, and the decisions she makes later in life.

Next, let's look at the attacker. From a systemic perspective, it is often the product of an environment that tolerates, or even encourages, domination and aggression. Without intervention, this person may continue this behavioral pattern, perpetuating a cycle of domination and aggression in other areas of their life.

Consider the entire system

Witnesses to harassment also play a crucial role. Their passivity or active choice not to intervene may be a reflection of a broader culture that downplays or ignores harassment. Additionally, by not taking a stand, they may later feel guilt or become numb to injustice.

Teachers and school administration are also an integral part of this system. If they do not recognize harassment or take appropriate action, they are, unintentionally or not, reinforcing a climate where harassment can be perpetuated.

Finally, there are parents and society as a whole. Values, beliefs and attitudes held at home and in society can influence how children perceive and respond to bullying.

In short, systemic reading allows us to understand that school bullying is far from being an isolated problem. It is a reflection of a complex dynamic within a community. To address this effectively, it is essential to recognize and address these interconnections, promoting a culture of respect, compassion and accountability at all levels.

Is there training in the systemic approach for teachers to support cases of bullying at school?

From February 2024, teachers, school professors and all those involved in the world of education (parents, psychologists, nurses, educators, association leaders, etc.) will be able to follow the new DU Strategic Systemic Approach for Education ( ASSED) set up by the University of Paris 8 and LACT. Delivered by specialists in the systemic approach in the education sector, this training allows you to acquire the tools of the systemic and strategic approach to solving psychological and relational problems. This approach is particularly effective in the fields of education and makes it possible to identify and stop the dysfunctional processes which often take place between the child and his environment (at school and/or at home), maintain or aggravate a situation that is often paralyzed within a rigid framework. It makes it possible to deal with problems such as school bullying, difficult situations with atypical children, to avoid dropping out of school and the onset of psychological disorders in the child but also in the accompanying person, who, faced with their inability to act, can lose confidence and sink into depression or burnout. This course addresses the management of conflict situations but also certain disorders such as attention disorders, DYS, hyper, ASD, ADHD, as well as disorders affecting teachers, depression, burnout, loss of self-confidence, etc.

Who is the DU University Paris 8 /Lact Strategic Systemic Approach to Education for?

This training is aimed at people wishing to strengthen and diversify their skills as stakeholders in the world of education (teachers, school leaders, parents of students, association leaders, sports association staff, school psychologists , guidance counselors, school mediators, doctors,

nurses, psychotherapists, educators, police officers, SPIP, justice assistants, child protection personnel, etc.).

Read also:

• The indirect approach in schools: helping parents and teachers to help children
• the strategic systemic approach in the school environment
• "Authority and leadership": testimony from Etienne FARRELL, School Principal
• Harassment and strategic communication at school by Marie QUARTIER
• Dealing with resistance to change - THE CASE OF SCHOOL DIRECTORS by Claudette PORTELLI

I want to consult

Make an appointment