In my master’s thesis, I studied the relationship between the social status and behaviour of students in class and their role in peer bullying. I also measured perceived personal teacher and peer support related to students’ role in peer bullying. Students from fifth, sixth and seventh grades of a selected primary school completed several questionnaires (the Guess Who test, a sociometric test, the School Bullying Scales, the Perceived Personal Peer Support Subscale and the Perceived Personal Teacher Support Subscale). There were 56 participants in this research (27 boys and 29 girls). Results showed that most of the students were observers (63 %), followed by the uninvolved (16 %), victims (13 %), bully-victims (5 %) and bullies (4 %). According to peer reports, observers were perceived as nice and helpful. They had the highest social status in class. Victims were seen as the nicest and the most helpful and also as often sad and depressed. Bully-victims were perceived as good at sports, class leaders and popular. They were also seen as students who often disrupt the group, start fights, get into trouble with teachers and act as bullies. Similarly, bullies were attributed all behavioural descriptors mentioned, only less often than bully-victims. Bullies received the most personal support from peers, similar to observers and the uninvolved. Students in all bullying roles perceived a similar level of teacher personal support, which was a bit lower than the level of peer personal support. Bullies perceived the highest peer personal support. The results helped me prepare four activities for class teachers. These activities have elements of cooperative learning and require participation of all students in class, not only victims and bullies.
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