Extensive research on the risks of bullying within school

The gap

Evidence profile

Stated in the limitations and abstract and conclusions sections of the source papers, classified as general, drawn from work published between 2002 and 2026, spanning 3 journals.

Supporting evidence — 3 representative gaps

• The effects of bullying on teaching and learning in the foundation phase (2026) · International Journal of Research in Business and Social Science (2147- 4478) · doi

  Although this research offered beneficial information, it encountered certain challenges, including a limited quantity of samples and circumstances. The research focused on only two schools in a specific location, which may inaccurately represent the conditions of all Foundation Phase schools across South Africa. The findings may be irrelevant to urban schools, schools with ample funding, or private educational institutions. The observations were conducted over three weeks, which might have overlooked the evolution of bullying patterns or variations in children behaviour and teacher responses over a more extended timeframe. Teachers and children might have changed their answers or not shared the truth because they were scared of being judged, unfair treatment, or of pressure from the school, especially when talking about how the school is run and about bullying. Some younger children had difficulty expressing their thoughts clearly. This made it difficult to gather detailed information from the children.

  generalstated in limitationsevidence 5/5
  Keywords: schools children information bullying school offered beneficial encountered certain challenges including limited quantity samples circumstances
• Incidencia de variables contextuales discretas en la violencia "bullying" en el recinto escolar (2002) · Psicothema

  In spite of the wealth of scientific literature that exists on the subject of bullying in schools, resulting from the interaction therein, few studies have focused on the effects, both seperate and combined, caused by contextual structural variables, such as geographicas space, the municipal district, family, school, gender, male chauvinist culture, and exposure to the mass meida.

  generalstated in abstractevidence 5/5
  Keywords: spite wealth scientific literature exists subject bullying schools resulting interaction therein focused effects seperate combined
• School counselors’ self-efficacy in addressing bullying of students with disabilities in mainstream schools: predictors and implications (2026) · Frontiers in Education · doi

  Despite extensive research on the risks of bullying within school mental health, very few studies have examined school counselors’ self-efficacy in addressing bullying in mainstream schools. However, there remains a notable gap in the literature regarding school counselor’s self-efficacy in addressing bullying in mainstream schools.

  generalstated in conclusionsevidence 5/5
  Keywords: bullying school self cacy addressing mainstream schools despite extensive risks within mental health examined counselors

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