Schoolteachers’ Perspectives on an Anti-Bullying Program in Gobi-Altai Province, Mongolia

Author: Altaituya Burnee

Burnee, Altaituya, 2024 Schoolteachers’ Perspectives on an Anti-Bullying Program in Gobi-Altai Province, Mongolia, Flinders University, College of Education, Psychology and Social Work

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Abstract

Background:

Every child has the right to access education in a safe environment. Bullying can have significant consequences, affecting physical health, social wellbeing, academic performance, and even increasing the risk of suicidal thoughts. Although there are no data on rates of bullying in Mongolia, the number of Mongolian adolescents attempting suicide has recently increased to 32.1% (Badarch et al., 2022). Crafting an effective anti-bullying program for Mongolian schools involves overcoming the lack of evidenced based research, economic burdens, and cultural pushback.

Aim:

To understand how anti-bullying and associated interventions are perceived by both primary and middle school teachers in the Gobi-Altai province, Mongolia, in response to an evidence-based anti-bullying program already in use in other countries.

Method:

In this qualitative narrative study, a focus group was conducted with four primary and middle school teachers from a provincial school to discuss the feasibility of adapting the P.E.A.C.E. Pack anti-bullying program for Mongolian schools. Ethics approval was obtained (HREC 6818). The P.E.A.C.E. Pack was chosen due to its ready-packaged and teacher-led nature, cross-cultural trials, and cost-effectiveness. The focus group discussion was recorded, transcribed, and thematically analysed.

Results:

Thematic analysis resulted in several recommendations: Teachers agreed that self-esteem and optimism, as coping skills offered by the P.E.A.C.E. Pack, can buffer students against effects of bullying related to their diverse family backgrounds. Additionally, positive friendships and a supportive class climate were identified as key preventative factors. Although teachers emphasised these coping skills, they agreed that all lessons addressing all types of bullying and relevant coping skills need to be taught due to prevailing social norms that primarily recognise physical bullying.

For lesson delivery, weekly sessions in primary schools and embedding lessons into middle school curricula were deemed appropriate. Teaching resources need to be adaptable for combined primary and middle schools in Mongolia. The P.E.A.C.E. Pack’s alignment with General Capabilities in academic curriculum facilitates its integration into middle school curriculum, addressing teachers’ limited teaching time and academic pressures on students. The pack offers various resources to meet learners’ diverse needs in terms of age, cognitive development, and interests.

Awareness is crucial in addressing bullying, as children’s lack of awareness can contribute to their involvement. Given its high prevalence, cyberbullying should be widely taught. Discussing these bullying lessons during primary and middle schools appears to be more effective, due to children’s willingness to discuss on bullying and receptiveness to teachers’ guidance. The further success of a program is associated with both parental involvement and the implementation of school-wide programs.

Conclusion

The findings suggest the proposed program could effectively address bullying in Mongolia. Schools in Mongolia encounter challenges in selecting suitable anti-bullying programs, such as economic constraints and cultural resistance. Trialling a ready-packaged program like the P.E.A.C.E. Pack could be a good compromise.

Recommendations:

In cross-cultural research, language differences and contextual unfamiliarity can lead to inconsistent understanding of common terms. Future research on bullying in Mongolian schools should ensure participants understand terms related to coping skills, such as resilience. Familiarising teachers with anti-bullying language can yield more reliable results, particularly for trends like cyberbullying. Additionally, investigating causal relationships between social variables (e.g., ethnicity, parental education, and SES) and school bullying issues in Mongolia is necessary.

Keywords: school bullying, anti-bullying program, teacher-led program, education and coping skills

Subject: Education thesis

Thesis type: Masters
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Bev Rogers